Digital creativity: learning by story driven digital production

Spante, Maria

doi:10.1108/ijilt-11-2018-0129

Cited by 5 publications

(4 citation statements)

References 31 publications

(34 reference statements)

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“…The research reported similar products to what was observed, which include digital stories (Girmen et al, 2019;Kimbell-Lopez et al, 2016), information projects (Koh, 2013;Koh et al, 2019), graphic design (Hsu et al, 2016), 3D modelling (Yildirim, 2018), music (Kim, 2013), and blogging (Alhinty, 2014;Freeman et al, 2016). There were other products reported that were not observed in my study, such as coding and creating digital games (Akcaoglu & Green, 2018;Ejsing-Duun & Skovbjerg, 2016;Liao et al, 2016;Melander Bowden, 2019), non-digital products using 3D printers (Hansen et al, 2019), animated digital stories (Liao et al, 2016;Yildiz Durak, 2018), and digital media (videos) (Spante, 2019). The systematised review conducted in my research shows that most of the students' products studied were part of an intervention.…”

Section: Production Mediumsupporting

confidence: 70%

Using Digital Devices in Classroom Learning: A Complexity Theory Perspective

Daoud¹

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<p>Using digital devices in primary classrooms has become a common practice in many schools around the world. A considerable amount of research has explored this phenomenon. However, the majority of studies published in highly ranked educational technology journals have focused on the effectiveness of interventions related to using digital devices in primary classrooms and few studies examine students’ use of digital devices during learning which reflects a dominance of the reductionist approach in studying classroom environments. While there is rich literature addressing the outcomes of using devices, much is still unknown about the use itself. The present study aimed to understand how students use digital devices in classroom learning activities. It explored the ways of use, the factors that shaped these uses, and how the uses contributed to the purposes of learning activities. Approaches used to study phenomena in open recursive systems, such as classrooms, should be different from approaches used to study phenomena in closed systems under controlled conditions. Therefore, Complexity Theory provided a framework to understand the socio-materiality of digital devices in classrooms learning. In addition, Actor-Network Theory was used to study the phenomenon in action and Biesta’s (2009) framework of the functions of education to understand the contribution of the uses to educational purposes. This multiple case study was conducted in New Zealand within two schools where two teachers and seven upper-primary students participated in the study. Data were collected across six months through observations, semi-structured interviews, group interviews, informal conversations, student think-aloud interviews and artefacts from learning including video screen-captures. Data were coded and analysed using the thematic analysis and an abductive strategy. From a synthesis of the findings a ‘Using Devices for Classroom Learning’ model was developed in which seven patterns of use were identified. The children used their devices as a source of information, means of communication, production medium, external personal memory, collective memory coordinator, trial-and-error learning space, and as a research tool. Interconnected factors shaped these uses which were related to the educational system, school and classroom environment, teachers, students, and digital technologies. The findings showed how the seven uses contributed to the educational purposes of classroom learning which were classified into students’ qualifications, socialisation, and subjectification. However, some of these uses led to undesirable influence on students’ learning. This study provides theoretical and practical contributions to the field of using digital technologies in education. Complexity thinking, as a holistic approach, sheds light on blind spots of the educational process and acknowledges the complexity and uncertainty when using devices for learning in social complex systems such as classrooms. What emerges in classrooms does not result from separate factors but from a network of relationships and interactions of interconnected factors. The model developed provides an analysis tool for researchers and assists educators and policymakers to understand and anticipate the role of digital devices in classroom learning.</p>

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Section: Production Mediumsupporting

confidence: 70%

Using Digital Devices in Classroom Learning: A Complexity Theory Perspective

Daoud¹

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“…Dalam pelaksanaannya, membiasakan keterampilan hidup di rumah tidaklah semudah yang dibayangkan. Faktor kurangnya semangat anak dan keterbatasan kemampuan orang tua dalam mendampingi anak menjadi tantangan dalam penerapan belajar di rumah (Malta Campos & Vieira, 2021;Neitzel et al, 2019;Spante, 2019). Berdasarkan observasi pada beberapa Lembaga Pendidikan Anak Usia Dini menyatakan bahwa sebagian besar orang tua tidak telaten dan sering mengeluhkan kondisi anaknya saat belajar.…”

Section: Pendahuluanunclassified

“Tas Pintar AIMMA” Untuk Stimulasi Karakter dan Keterampilan Hidup Dalam Menyiapkan Generasi Emas Indonesia

Nurani,

Pratiwi,

Yaswinda

2023

J. Usia Dini

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Penggunaan media berbasis digital penting dihadirkan dalam pelaksanaan pembelajaran bagi anak usia dini. Penelitian ini bertujuan untuk menganalisis efektivitas media digital “Tas Pintar AIMMA” sebagai sarana untuk menyampaikan materi dengan cara yang menyenangkan dalam mengembangkan karakter dan keterampilan hidup anak, khususnya untuk stimulasi keterampilan bantu diri anak usia dini. Jenis penelitian menggunakan metode kuantitatif dengan desain quasi eksperimen dan rancangan one group pretest-posttest with control group design. Sampel yang digunakan adalah 120 anak usia dini di Kelompok A dan Kelompok B Taman Kanak-Kanak di wilayah DKI Jakarta dan Kota Padang, Sumatera Barat yang dipilih dengan teknik sampel probabilitas. Hasil penelitian ini membuktikan bahwa penggunaan media digital “Tas Pintar AIMMA” diperoleh nilai yang signifikan sehingga efektif digunakan dalam menstimulasi keterampilan bantu diri anak usia dini. Penggunaan media digital “Tas Pintar AIMMA” dalam penelitian ini dapat mengasah keterampilan bantu diri anak melalui buku digital dan video pembelajaran interaktif yang terdapat didalam media tersebut. Media digital interaktif “Tas Pintar AIMMA” efektif digunakan dalam menstimulasi keterampilan bantu diri pada anak (berpakaian, makan dan merawat diri). Penelitian ini dapat dijadikan referensi bagi para praktisi Pendidikan khususnya pendidik anak usia dini dalam mengembangkan keterampilan bantu diri anak usia dini yang menyesuaikan dengan kebutuhan zaman terutama dalam menyiapkan generasi emas Indonesia dimasa kini dan mendatang.

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“…Destacan las diferencias encontradas en cuanto a la concepción y usos que se le atribuyen a las tecnologías dentro del proyecto educativo general y en particular reflejan el debate existente en la sociedad sobre la naturaleza y los contenidos de la CD (Pötzsch, 2016). En algunos casos, focalizan los procesos de innovación en relación al uso de la tecnología, frente a otros centros donde la innovación se vincula a metodologías (Spante, 2019) o incluso a contenidos y objetivos relacionados con el pensamiento computacional.…”

Section: Valoración De La Inclusión Del Alumnado Con Necesidades Espeunclassified

Competencia digital e inclusión educativa. Visiones de profesorado, alumnado y familias

Rodríguez¹,

Suelves²,

Fernández³

2019

Red

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La formación de la ciudadanía en competencia digital interesa a administraciones nacionales y supranacionales. En los últimos años se han invertido ingentes cantidades económicas en la dotación de infraestructura y en I+D+I para el desarrollo tecnológico en distintos sectores de la sociedad. La integración de dispositivos digitales en la sociedad ha impacto en las políticas educativas de muchos países, llevándolos a considerar la competencia digital como aspecto clave en la enseñanza obligatoria y esencial para la inclusión social. En este artículo, se presentan los resultados de una investigación realizada en cuatro centros de Educación Primaria de Valencia y Galicia, reconocidos por su trayectoria innovadora en el uso de las TIC. El objetivo es identificar y analizar las visiones que la comunidad educativa de cada escuela tiene sobre la competencia digital que está adquiriendo el alumnado participante en prácticas educativas mediadas por TIC. Para la recogida de información se empleó metodología cualitativa, específicamente entrevistas a profesorado, familias y alumnado. Los resultados reflejan modelos diferentes de trabajo y conceptualización de la competencia digital. Todos ellos reconocen su relevancia para la inclusión en la sociedad del futuro y desmitifican su rol hegemónico en el aprendizaje escolar. The training of citizens in digital competence is of interest to national and supranational administration. In recent years enormous amounts of money have been put into the provision of facilities and I+D+I for technological development in different sectors of society. The integration of digital devices in the industry, communication and society has had a profound impact on educational policies in many countries, making them consider the digital competence as a key in the compulsory education and essential to the social inclusion. This article shows the results of a research conducted in four primary schools from Valencia and Galicia that are recognized because of their innovative trajectory in the use of ICTs. The aim is to identify and analyse the visions of the education community members from each school about the digital competence which is being acquired by the students involved in educational practices mediated by ICTs. To collect the information, it was used a qualitative method based on interviews with teachers, families and students. The results reflect different work models and concepts about the digital competence. It is recognized that the ICTs are relevant to the inclusion in the society of tomorrow and it has been demystified their hegemonic role on school learning.

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Digital creativity: learning by story driven digital production

Cited by 5 publications

References 31 publications

Using Digital Devices in Classroom Learning: A Complexity Theory Perspective

Using Digital Devices in Classroom Learning: A Complexity Theory Perspective

“Tas Pintar AIMMA” Untuk Stimulasi Karakter dan Keterampilan Hidup Dalam Menyiapkan Generasi Emas Indonesia

Competencia digital e inclusión educativa. Visiones de profesorado, alumnado y familias

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