Exploring Developmental Appropriateness of Multitouch Tables in Prekindergarten: A Video Analysis

Ward, Jennifer; Branson, Stephanie; Cross, Megan; Berson, Ilene R.

doi:10.1080/15391523.2016.1175855

Cited by 7 publications

(3 citation statements)

References 13 publications

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“…As children move from toddlerhood into the pre-school years, coaching parents in how to effectively extend technical support during child use of more complex apps (e.g., building/coding/communication/use of pop-up keyboard) has the potential to foster learning, especially when tablets are becoming ubiquitous socio-cultural tools. Clearly, more empirical research is needed to determine the benefits of scaffolding children's tablet use in addition to developing evidence-based recommendations to parents, educators, and industry partners on how to best use these emerging technologies to support early learning (Aladé, Lauricella, Beaudoin-Ryan, & Wartella, 2016;Troseth, Russo, & Strouse, 2016;Ward, Branson, Cross, & Berson, 2016).…”

Section: Parent Tablet Scaffolding 18mentioning

confidence: 99%

Parent scaffolding of young children’s use of touch screen tablets

Neumann

2017

Early Child Development and Care

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Parents play a key role in supporting young children's interactions with tablets (e.g., iPads). Little is known about the types of scaffolding parents provide during tablet activities and how these relate to child age, SES, and home use. Fifty-five parent-child dyads (M child age = 3.49 years) were videoed as they played on an iPad. All parent utterances were coded into three types of scaffolding behaviors (cognitive, affective, technical scaffolding; CATs). Home tablet use and family demographics were reported via a parent questionnaire. Parents used CATs strategies to support their children's learning. Parents most frequently used cognitive scaffolding and least frequently technical scaffolding. SES was not related to the number of tablets at home. The negative association found between technical scaffolding and child age suggests that younger children require more scaffolding by parents. Coaching parents in using scaffolding strategies during joint-tablet activities has the potential to support early learning.

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Section: Parent Tablet Scaffolding 18mentioning

confidence: 99%

Parent scaffolding of young children’s use of touch screen tablets

Neumann

2017

Early Child Development and Care

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“…Deaney, Chapman, and Hennessy (2009) for example, highlight the value of annotated IWB slides and other saved resources which can draw on students' shared experiences and previously co-constructed understandings to promote the learning and teaching process. Ward et al (2016) posit that IWBs provide new types of opportunities to link children's learning experiences, fullfille the given task collaboratively and create meaningful learning environments.…”

Section: Introductionmentioning

confidence: 99%

Using digital technology in early education teaching: learning from teachers’ teaching practice with interactive whiteboard

Bourbour

2020

International Journal of Early Years Education

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This study aims to investigate the ways in which a particular digital technology, the Interactive Whiteboard (IWB), mediates preschool teachers' teaching. Over five months in 2017 and early spring 2018, five preschool teachers and 22 children aged 4-6 were video observed. By identifying aspects of IWB as a mediational means, the findings of the study have shed light on the relationship between mediational means and teachers' mediated teaching actions and mapped what is privileged. This study highlights seven ways that using a particular digital technology, the IWB, informs teachers' teaching practices. This study, furthermore, maps the possible consequences of using IWB in terms of opportunities and constraints in early education.

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“…Other studies have examined the efficacy of multi-touch tables at various ages in educational settings, from pre-kindergarten (Ward et al, 2016) through to higher education (eg, Shaer et al, 2012;Martinez-Maldonado, Yacef, & Kay, 2015), as well as informal settings outside of education, such as museums (Ciocca & Schettini, 2011;Zaharias et al, 2013) and tourist information centres (Marshall et al, 2011). Other studies have explored their efficacy in other collaborative activities, such as gaming (Antle et al, 2011) and working with children and youths with special needs (Bossavit & Pina, 2013).…”

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confidence: 99%

Exploring synchronous, remote collaborative interaction between learners using multi‐touch tables and video conferencing in UK primary schools

Beauchamp¹,

Joyce-Gibbons²,

Naughton³

et al. 2019

Brit J Educational Tech

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This study explores remote, non‐collocated collaboration via multi‐touch table (SynergyNet) and video conferencing software (Skype). Twenty‐four participants (aged 10‐11 years) in two locations—primary school classrooms located 300 miles apart in the UK—engaged in simultaneous collaborative activity to solve a History mystery task. Audio‐video data recorded in the first minute of the activity were analysed to explore the emergence of collaborative working practices both within groups in the same location (resizing for shared reading) and between the groups communicating via video conferencing software and through the “flick” multi‐touch gesture (sharing clues between groups). The results indicated that most groups focused first on the establishment of intra‐group collaboration before reaching out to their remotely located partners. However, when the second data set was analysed, audio data from delayed interviews conducted after the original study, participants reported that the discussion between groups supported by the “flick” gesture was the most important and memorable feature of the activity. The study relates these findings to the existing literature on collaborative learning using multi‐touch tables and considers how teachers are best able to help support the emergence of collaborative practices.

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Exploring Developmental Appropriateness of Multitouch Tables in Prekindergarten: A Video Analysis

Cited by 7 publications

References 13 publications

Parent scaffolding of young children’s use of touch screen tablets

Parent scaffolding of young children’s use of touch screen tablets

Using digital technology in early education teaching: learning from teachers’ teaching practice with interactive whiteboard

Exploring synchronous, remote collaborative interaction between learners using multi‐touch tables and video conferencing in UK primary schools

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