Ben 10, superheroes and princesses: primary teachers' views of popular culture and school literacy

Dickie, John; Shuker, Mary Jane

doi:10.1111/lit.12023

Cited by 12 publications

(10 citation statements)

References 14 publications

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“…Additional studies have looked at attitudes and perceptions towards the use of popular culture among teaching professionals in primary and early childhood education (Dickie and Shuker 2014;Lee 2012;Marsh 2006). Consistent themes included favorable views on the inclusion of popular culture and the belief that it was a helpful tool for enhancing motivation for learning, but also a lack of self-efficacy regarding ability to effectively incorporate popular culture due to perceived time constraints, the difficulty of choosing materials that would be applicable and of interest to all students, and lack of experience and training.…”

Section: Introductionmentioning

confidence: 99%

University faculty perceptions and utilization of popular culture in the classroom

Peacock

Covino²,

Auchter

et al. 2016

Studies in Higher Education

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This article discusses results of a survey on the utilization of and attitudes and beliefs towards the use of popular culture among faculty in higher education. A total of 212 faculty members from a mid-sized public regional university provided responses, with the majority indicating that they utilize popular culture in their classroom teaching with some frequency. Overall, the sample exhibited moderately high levels of confidence in their ability to use popular culture effectively, and found popular culture to be both important to incorporate and beneficial for enhancing critical thinking. Significant differences in both frequency of use and attitudes and beliefs were found among teaching disciplines, with those in Humanities and Social Sciences utilizing popular culture more frequently and having more positive attitudes and beliefs towards popular culture than participants in natural sciences and mathematics. A set of guidelines were provided to help advance the use of popular culture in higher education.

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Section: Introductionmentioning

confidence: 99%

University faculty perceptions and utilization of popular culture in the classroom

Peacock

Covino²,

Auchter

et al. 2016

Studies in Higher Education

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“…Stories were also illustrated by searching for Ninjago pictures on the internet. In this example, the children's first space knowledge (knowledge about Ninjago) is used to learn conventional academic knowledge (print literacy skills; Moje et al, 2004; see also Dickie & Shuker, 2014;Dyson, 2003Dyson, , 2010, and the children and the teacher are "writing using home and school literacy" which Kate Pahl and Jennifer Rowsell (2005, p. 75) offered as an archetypical example of third space pedagogy in their illustration of a bridging third space (see Figure 1). The bridging interpretation, however, is problematic for two reasons.…”

Section: The Bridging Interpretation Of the Third Spacementioning

confidence: 99%

Two worlds collide? Mapping the third space of ICT integration in early childhood education

Mertala¹

2019

Preprint

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The current stage of early years information and communication technology (ICT) integration research has been criticized for not paying enough attention to the unique pedagogical features of early childhood education. Similarly, children’s views about educational use of ICT have been underrepresented in research. This dissertation study contributes to resolving these gaps in the literature by exploring children’s ideas and preservice teachers’ beliefs regarding the role of ICT in early childhood education.The study consists of two data sets that are reported in three empirical articles. The first study focused on children’s ideas and their contextual roots. The second study explored preservice teachers’ beliefs about children and ICT at home. The third study investigated preservice teachers’ perceptions of ICT integration through the frames of teaching, education, and care, referred to as the EDUCARE approach. In this compilation, the findings of the empirical studies are scrutinized through the analytical device of third space theory.The findings suggest that there is a dissonance between the meanings children and preservice teachers give to ICT use. Children conceptualized ICT use as a leisure activity whereas preservice teachers approached ICT mainly through learning. The findings also imply that although EDUCARE has been described as a holistic framework in the context of ICT integration, the framework acts as a disintegrating vehicle: When ICT integration was approached from the perspective of teaching, the views were mainly positive. When the perspective was changed to care, the views were profoundly negative. Care-related concerns were associated with preservice teachers’ beliefs about children’s use of ICT at home being extensive and unregulated. Another exaggerated belief was considering children born-competent ICT users.The results of this study have several implications for early childhood education, as well as preservice teacher education. To make ICT pedagogy truly meaningful for children, ICT should be approached as a cultural form, and space should be given for children’s views, values, and experiences. Additionally, educational technology courses need to pay more attention to aspects of care, as well as to preservice teachers’ often unrealistic beliefs about children and technology.

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“…Η μαζική κουλτούρα είναι μέρος των καθημερινών εμπειριών τους, ενσωματωμένη στις ταινίες, τα κινούμενα σχέδια, τα τηλεοπτικά προγράμματα, τα κόμικς, τα περιοδικά, τη μουσική, τη διαφήμιση. Η επίδρασή της είναι εμφανής στις συζητήσεις τους, στο παιχνίδι, στο σχέδιο, στις ιστορίες τους, ενώ τη συναντά κανείς ακόμα και σε μαχαιροπήρουνα και άλλα καθημερινά αντικείμενα (Dickie & Shuker, 2014). Ως μέρος της καθημερινής ζωής συνδέει την ταυτότητα, τις σχέσεις των παιδιών και τις αναπαραστάσεις του εαυτού με την ευρύτερη κοινότητα (Dyson, 1997).…”

Section: η οπτική της κοινωνιO-πολιτισμικής θεωρίαςunclassified

Εκπαιδευτικοί Και Σύγχρονο Παιχνίδι: Η Περίπτωση Των Παιχνιδιών Της Μαζικής Κουλτούρας

Birbili¹

2016

Dial

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<p class="Summary">Στην προσπάθειά τους να εντάξουν τα ενδιαφέροντα των παιδιών στο πρόγραμμα του νηπιαγωγείου οι εκπαιδευτικοί έρχονται αντιμέτωποι με μια ιδιαίτερη περίπτωση παιχνιδιών, τα παιχνίδια της μαζικής κουλτούρας. Η σχέση των συγκεκριμένων παιχνιδιών με τα μέσα μαζικής επικοινωνίας και ενημέρωσης και τη μαζική κουλτούρα προβληματίζει και ανησυχεί τους εκπαιδευτικούς σε σημείο που απαγορεύουν την είσοδό τους στην τάξη, παρά τον έκδηλο ενθουσιασμό των παιδιών. Προσεγγίζοντας την περίπτωση των αγαπημένων παιχνιδιών των παιδιών από την οπτική της κοινωνιο-πολιτισμικής θεωρίας, η παρούσα εργασία εξετάζει τα βασικά χαρακτηριστικά τους και παρουσιάζει επιχειρήματα υπέρ της ένταξής τους στο πρόγραμμα του νηπιαγωγείου. Επισημαίνονται ιδιαίτερα οι ευκαιρίες που παρουσιάζονται για την ανάπτυξη κριτικού βλέμματος απέναντι στα ΜΜΕ και τα προϊόντα της μαζικής κουλτούρας, η θετική επίδρασή τους στην ανάπτυξη του γραμματισμού, η σημασία και ο ρόλος τους για τις κοινωνικές σχέσεις των παιδιών και η συναισθηματική αξία τους για το παιδί της προσχολικής ηλικίας. Η εργασία τονίζει επίσης ότι, ως αντικείμενα που αντανακλούν τις τρέχουσες κοινωνικές, οικονομικές και τεχνολογικές αλλαγές, τα παιχνίδια της μαζικής κουλτούρας προσφέρονται για να εξετάσουμε τις αντιλήψεις μας για το σύγχρονο παιδικό παιχνίδι και την παιδική ηλικία.</p>

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Ben 10, superheroes and princesses: primary teachers' views of popular culture and school literacy

Cited by 12 publications

References 14 publications

University faculty perceptions and utilization of popular culture in the classroom

University faculty perceptions and utilization of popular culture in the classroom

Two worlds collide? Mapping the third space of ICT integration in early childhood education

Εκπαιδευτικοί Και Σύγχρονο Παιχνίδι: Η Περίπτωση Των Παιχνιδιών Της Μαζικής Κουλτούρας

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