This qualitative case study employed Wittrock's Generative Learning Model to examine in-depth one kindergarten child's comprehension when reading considerate and inconsiderate CD-ROM talking books in a classroom computer center. A CD-ROM talking book consists of a story told through multimedia modes of information that has been digitized on a CD. Considerate CD-ROM talking books are those that include multimedia effects that are congruent with and integral to the story. Inconsiderate CD-ROM talkingbooks are those that include multimedia effects that are incongruent with or incidental to the story. Findings indicate that considerate CD-ROM talking books supported the child's understanding and retelling of the story and involved meaning-making processes that wove together affective responses, cognitive processes, and metacognitive activity; however, inconsiderate CD-ROM talking books resulted in the child's inability to retell the story in a cohesive way and fostered passive viewing. Implications for research and practice are drawn.
S Using semiotic analysis, the author investigated the production and use of young children's symbol making on the computer in a kindergarten classroom. The following questions were addressed: What types of computer‐generated symbols do kindergartners use? What do the symbols mean to the children? How do the children assign meaning to symbols within the cultural context of the computer center? How do kindergartners learn to use the various media tools available in a word and art processing program to produce symbols? Data for the ethnographic study included field notes, videoand audiotapes of whole‐class computer activities and children's computer center activities, interviews with children and the teacher about their computer‐related activities, and printouts of children's work on the computer. A semiotic analysis of data led the author to use the metaphor of screenland to describe children's stances toward their work. From this perspective, children viewed the computer as a land to be entered for various purposes that included playing in screenland, creating art in screenland, and writing in screenland. These stances were shaped by children's emerging understanding of the purposes and forms of language, arts, and multimedia and influenced the types of symbols they generated. Furthermore, findings suggest that as these children emerged as users of symbols they also learned how to discover and express meaning. Support is given for a continued expansion of the definition of young children's literacy and literacy development to include multiple modes. UTILIZANDO EL análisis semiótico, el autor investigó la producción y el uso de la construcción de símbolos en computadora por parte de niños de una clase de preescolar. Se formularon las siguientes preguntas: ¿Qué tipos de símbolos generados por computación usan los niños? ¿Qué significan los símbolos para los niños? ¿Cómo asignan los niños significado a los símbolos dentro del contexto cultural del centro de computación? ¿Cómo aprenden los niños a usar las variadas herramientas multimedia de un programa de procesamiento de palabras y de arte para producir símbolos? Los datos para el estudio etnográfico incluyeron notas de campo, grabaciones de audio y video de las actividades de computación de la clase y de las actividades de los niños en el centro de computación, entrevistas con los niños y el docente acerca de las actividades relacionadas con la computación y ejemplares impresos del trabajo de los niños con la computadora. El análisis semiótico de los datos llevó al autor a usar la metáfora del mundo de la pantalla para describir las posturas de los niños hacia su trabajo. Desde esta perspectiva, los niños consideraron la computadora como un mundo al que puede entrarse con variados propósitos que incluían jugar, crear arte y escribir en la pantalla. Estas posturas se conformaron según la comprensión creciente de los niños acerca de los propósitos y las formas del lenguaje, las artes y los multimedia, e influenció los tipos de símbolos que generaron. Más aún...
The authors consider the relation between research and practice as it applies to digital technologies. They do so within the multiple realities of different theoretical and methodological perspectives.
This article presents a developmental framework for interpreting and understanding how new digital technologies have been integrated into literacy instruction and research, and how they might be integrated in the future. The framework borrows the concepts of assimilation and accommodation from Piaget's classical developmental theory of learning, applying them to how individuals and groups involved in literacy instruction and research conceptualize and implement new digital technologies in their work. It is argued that assimilation and accommodation define a developmental reality that helps explain a variety of issues pertaining to new technologies in relation to literacy research and practice, such as how new technologies come to be used or not used in literacy instruction, and what research questions are asked or not asked by literacy researchers exploring the implications of new technologies for instruction. The influence of this framework on the authors' own work and on the work of others is illustrated.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.