Digital Innovations on Demand: Developing and Practicing a Pedagogy with Swedish preschool teacher students for improving play-&-learn apps

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Fältnamn	Indikatorer	Metadata
000		03490naa a2200349 4500
001		oai:DiVA.org:hh-46230
003		SwePub
008		220121s2021 \| \|\|\|\|\|\|\|\|\|\|\|000 \|\|eng\|
024	7	a https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-462302 URI
040		a (SwePub)hh
041		a engb eng
042		9 SwePub
072	7	a ref2 swepub-contenttype
072	7	a kon2 swepub-publicationtype
100	1	a Sjödén, Björn,d 1977-u Högskolan i Halmstad,Akademin för lärande, humaniora och samhälle,DLSS4 aut0 (Swepub:hh)bjosjo
245	1 0	a Digital Innovations on Demand :b Developing and Practicing a Pedagogy with Swedish preschool teacher students for improving play-&-learn apps
264	1	c 2021
338		a print2 rdacarrier
520		a We aimed to develop and practice an inclusive and democratic pedagogy for involving preschool teacher students in the design of play-&-learn apps that meet the educational objectives of the Swedish preschool curriculum. Previous research has highlighted that many alleged “educational apps” fail to meet basic criteria for promoting children’s learning (Ginsburg, Jamalian & Creighan, 2013; Hirsh-Pasek et al, 2015). Recent reviews suggest that common apps treat children as passive recipients of information (Tärning, 2018), whereas evidence from learning science (e.g. National Academy of Sciences, 2018) show that children’s active learning is promoted by their own efforts, control and exploration. From a sociocultural perspective on the performative nature of learning (Säljö, 2010) we employed the Double Diamond design process model (British Design Council, 2005) for organizing and conducting a researcher-led workshop for facilitating mutual exchange between students and professional app designers. Our approach combined perspectives on situated learning and joint participation (Lave & Wenger, 1991; Wenger, 1998) in which the three parties effectively formed a “community of practice” over one day. Students were introduced to the Double Diamond model, then worked in groups for developing prototypes for play-&-learn apps starring a popular children’s book figure. A consent form and information sheet was provided to the participating students, whose prototypes became the objects of analysis. The results provided concrete and visible examples of what preschool teacher students considered important for children’s learning activities with digital tools. This has important implications for developing students’ and teachers’ acquisition competence and for novel educational interventions.
650	7	a SAMHÄLLSVETENSKAPx Utbildningsvetenskapx Pedagogik0 (SwePub)503012 hsv//swe
650	7	a SOCIAL SCIENCESx Educational Sciencesx Pedagogy0 (SwePub)503012 hsv//eng
653		a collaborative design
653		a educational apps
653		a innovation
653		a design-based research
653		a digital tools
700	1	a Lagergren, Anniqa,d 1964-u Högskolan i Halmstad,Akademin för lärande, humaniora och samhälle4 aut0 (Swepub:hh)anla
700	1	a Jonasson, Kalle,d 1976-u Högskolan i Halmstad,Akademin för lärande, humaniora och samhälle4 aut0 (Swepub:hh)kaljon
710	2	a Högskolan i Halmstadb Akademin för lärande, humaniora och samhälle4 org
773	0	t 30th EECERA Annual Conference
856	4	u https://mdh.diva-portal.org/smash/get/diva2:1596259/FULLTEXT01.pdfy Abstract Book
856	4 8	u https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-46230

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