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How pedagogical relations in early years settings are reconfigured by interactive touchscreens

Samuelsson, R; Price, S; Jewitt, C; (2021) How pedagogical relations in early years settings are reconfigured by interactive touchscreens. British Journal of Educational Technology 10.1111/bjet.13152. (In press). Green open access

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Abstract

While interactive touchscreens are currently entering into educational practice, little is known about what this means for learning in early childhood and, in particular, how touchscreens shape action and communication. In this paper, we examine the interactions of 2-year-olds and their teachers in a multilingual preschool in Sweden. We analyse the communicative environment between the children, teachers and shared touchscreens and books in the context of reading. A mixed-methods analysis was used, taking a concept of action that includes both verbal, non-verbal utterances and digital touch. The analysis shows a reconfiguration to the interactional dynamic where children perform comparable amounts of actions in sessions with the touchscreen and book reading but less talk during the touchscreen sessions. However, while talking less, children display other types of communicative actions. We analyse the changing interactional dynamic that follows, its implications to learning and early childhood pedagogical practice and how interaction can be reconceptualised as cycles of communication and action in which educational scaffolding unfolds.

Type: Article
Title: How pedagogical relations in early years settings are reconfigured by interactive touchscreens
Open access status: An open access version is available from UCL Discovery
DOI: 10.1111/bjet.13152
Publisher version: https://doi.org/10.1111/bjet.13152
Language: English
Additional information: © 2021 The Authors. British Journal of Educational Technology published by John Wiley & Sons Ltd on behalf of British Educational Research Association
Keywords: Social Sciences, Education & Educational Research, action, affordances, digital touch, early childhood education, embodiment, iPads, language, LEARN, IPADS, EMBODIMENT, LANGUAGE, LESSONS, APPS
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/10133028
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