Struggling to Learn or Learning to Struggle: Children's use of iPad apps as constraints or scaffolds for social interaction in Swedish preschool

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Fältnamn	Indikatorer	Metadata
000		03492naa a2200349 4500
001		oai:DiVA.org:hh-34075
003		SwePub
008		170612s2016 \| \|\|\|\|\|\|\|\|\|\|\|000 \|\|eng\|
024	7	a https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-340752 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,Centrum för lärande, kultur och samhälle (CLKS)4 aut0 (Swepub:hh)bjosjo
245	1 0	a Struggling to Learn or Learning to Struggle :b Children's use of iPad apps as constraints or scaffolds for social interaction in Swedish preschool
264	1	c 2016
338		a print2 rdacarrier
520		a We aimed to investigate how young children's interactions with computer tablets (iPads) in preschool may constrain or scaffold collaborative and individualistic behaviour. Drawing from a contextual perspective on play (Edwards, 2013), our study combined perspectives on joint participation (Lave & Wenger, 1991, Wenger, 1998) and content analysis of apps based on learning science (Hirsh-Pasek et al., 2015) in order to analyse how certain app characteristics (e.g. 'playful' vs 'learning' apps, apps supporting 'social interaction' vs 'minds-on activity') related to children's peer interactions. In our view, apps differ from other tools and toys primarily by providing 'pre-packaged activities', such as mathematical tasks, puzzle-solving or rule-based games, which constrain and direct meaningful actions through interactive functions and feedback. Two Swedish preschools (35 children, 3- 5 years old) participated. We openly filmed children's tablet use during free play sessions, totalling 19h of film. Ethical standards were assured through written informed consent by parents and personnel, and oral consent from participating children. Preliminary results indicate that children's activities were constrained and influenced not only by the use of tablets generally, but specifically by different types of apps. For example, apps with 'creative' learning goals, such as Gangnam Style, afforded collaboration, whereas more performance- oriented apps such as Hungry Fish afforded individualistic play and struggles for ownership of the tablet. Our results have important implications for how 'play time' with tablets is assigned in preschool and call for greater attention to varieties in app content for how children engage in social and cognitive activities.
650	7	a SAMHÄLLSVETENSKAPx Utbildningsvetenskapx Pedagogik0 (SwePub)503012 hsv//swe
650	7	a SOCIAL SCIENCESx Educational Sciencesx Pedagogy0 (SwePub)503012 hsv//eng
653		a Collaboration
653		a Ownership
653		a Learning
653		a Play
653		a Computer tablets
700	1	a Lagergren, Anniqa,d 1964-u Högskolan i Halmstad,Centrum för lärande, kultur och samhälle (CLKS)4 aut0 (Swepub:hh)anla
700	1	a Sjöberg, Jeanette,d 1976-u Högskolan i Halmstad,Lärande, Profession och Samhällsutveckling4 aut0 (Swepub:hh)jabe
710	2	a Högskolan i Halmstadb Centrum för lärande, kultur och samhälle (CLKS)4 org
773	0	t 26th EECERA Annual Conference 2016: “Happiness, Relationships, Emotion & Deep Level Learning”g , s. 76-76q <76-76
856	4	u http://www.eecera.org/custom/uploads/2016/09/dublin-2016.pdfy Abstract Book
856	4 8	u https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-34075

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