Learning outcome dependency on contemporary ICT in the New Zealand middle school classroom

Timpany, Claire; Vanderschantz, Nicholas

doi:10.1145/2000756.2000765

Cited by 6 publications

(11 citation statements)

References 16 publications

(10 reference statements)

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“…In earlier work we observed how children in the NZ classrooms and homes used a broad range of technologies including digital whiteboards, laptops, and tablets and a range of child‐targeted software for skill‐based learning (e.g. reading and maths) (Timpany & Vanderschantz, ; Vanderschantz, Hinze, & Cunningham, ). This is similar to the situation globally with studies confirming that, worldwide, child‐specific software is seeing significant use in primary education: for example, for reading and searching (i.e., Hutchinson et al, ), and novel teaching of mathematics and programming using tablets, software and haptic devices (i.e., Hegedus, ).…”

Section: Background and Related Workmentioning

confidence: 99%

“…based learning (e.g. reading and maths) (Timpany & Vanderschantz, 2011;Vanderschantz, Hinze, & Cunningham, 2014a). This is similar to the situation globally with studies confirming that, worldwide, child-specific software is seeing significant use in primary education: for example, for reading and searching (i.e., Hutchinson et al, 2007), and novel teaching of mathematics and programming using tablets, software and haptic devices (i.e., Hegedus, 2013).…”

Section: Background and Related Workmentioning

confidence: 99%

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“Computer what's your favourite colour?” children's information‐seeking strategies in the classroom

Vanderschantz

Hinze

2019

Proceedings of the Association for Information Science and Tech

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This research investigates children's information seeking in primary and intermediate school classrooms as seen by their teachers. We report the results of a series of semi‐structured interviews with teachers of pre‐teen children. The teachers discussed specific issues that children encounter during information search, including query construction and information triage difficulties. Further issues were identified during the interviews regarding motivation, frustration and poor strategies for overcoming barriers. We compare the results of our teacher interviews reported here with the results of an interview study with children. This paper concludes that even with significant advancements in technology, teachers and children still require further assistance in order to succeed in their inquiry practices.

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Section: Background and Related Workmentioning

confidence: 99%

Section: Background and Related Workmentioning

confidence: 99%

“Computer what's your favourite colour?” children's information‐seeking strategies in the classroom

Vanderschantz

Hinze

2019

Proceedings of the Association for Information Science and Tech

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“…Similarly there has been a focus on the use of software and devices for the creation of digital media such as video, photography, and digital storytelling (Tsai, Shen, & Lin, 2015). Our own research has previously observed that children in NZ classrooms use this full range of technologies during their education (Timpany & Vanderschantz, 2011;Vanderschantz et al, 2014a).…”

Section: Ict In Nz Educationmentioning

confidence: 98%

“…In NZ information seeking is formalised in education through the common pedagogical practices of inquiry-based learning. The breadth of information seeking tools and ICTs found in NZ classroom"s and schools includes a variety of digital books, eBooks, and Internet resources, OPAC systems, and specific educational software (Timpany & Vanderschantz, 2011).…”

Section: Ict In Nz Educationmentioning

confidence: 99%

Designing an Internet Search Interface for Children

Vanderschantz

Hinze

2018

Electronic Workshops in Computing

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Interaction design and interface design research for children is of critical importance to ensure an educated future generation ready for the technology-focussed world. Significantly, the empirical studies that guide designers, developers, and technologists to support the production of suitable tools for children are under-represented in the scholarly literature. Using evidence from the literature combined with our own recent investigations, we provide a list of requirements for interfaces for children's educational information seeking. An interaction model and interface design are developed and tested with an expert heuristic evaluation and cognitive walkthrough.

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“…More specifically, there is a lack of research around best practices for the design of this material for children. Timpany and Vanderschantz (2011) show that children in the classroom can be observed to use a range of technologies during their typical educational pursuits. Today these technologies include digital whiteboards, laptop computers and mobile tablet and personal touch screen interactive devices such as the iPod and iPad.…”

Section: Introductionmentioning

confidence: 99%

Analysing Interaction in Children’s Digital Books

Vanderschantz¹,

Timpany²

2012

IJotB

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Pedagogical practices in formal educational settings, together with the nature of communication technologies in a variety of digital media, mean that children will encounter screen-based learning opportunities in both formal educational settings and during their daily recreational pursuits. This research looks to address the lack of research informing best practices for the visual and interaction design of this material for children in a screen-based environment. This investigation provides a survey of interaction methods in on-screen reading material available to children in primary-school, middleschool and public libraries in New Zealand. From the data collected, a database chronicling variables relating to interaction in current digital books for children was created. Specifically, this database houses variables including navigation, orientation functions and in-line linking such as hypertext, as well as other factors that can impact a child's digital book use. Through analysis of the database this research provides insight into current trends in interaction techniques found in material designed for children's on-screen reading and provides recommendations for improvements that may be made to assist in the design of children's digital books.Haugland (1992) considers digital technologies-such as desktop computers, laptops, and personal computing devices-as tools for learning in todays society, equally as much as pencil and paper were in days gone by. Taking this into consideration, children must gain the capacity to successfully navigate and interact with this technology in their learning to be able to use this technology as effortlessly as they use a pen and pencil. According to Cooper (2005) children today are likely to be exposed to technology at times even before they are exposed to print or traditional books. With this in mind children are likely to observe and learn from their parents' technology habits. It is common for children these days to begin school equipped with the technological capability to successfully navigate and interact with the systems they find available to them. However, this is not to say that systems that are poorly designed will not hinder the learning of these children, nor that well designed resources will not enhance their learning.The types of interaction required within the digital books themselves play a significant role in the ability for the child to successfully search, browse and read within the software. These influential factors include, the layout, presentation and navigation of information; the orientation features of the interface and the consistency of display within the interface. The child's ease, efficiency and ability to move between printed and digital reading environments and understand the similarities, and indeed differences, in the physicality and content of the two environments, such as pagination, page numbering, indexing and tables is also imperative.Digital material viewed on a desktop, laptop computer or non-touch-screen digital reader, inherently involv...

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Learning outcome dependency on contemporary ICT in the New Zealand middle school classroom

Cited by 6 publications

References 16 publications

“Computer what's your favourite colour?” children's information‐seeking strategies in the classroom

“Computer what's your favourite colour?” children's information‐seeking strategies in the classroom

Designing an Internet Search Interface for Children

Analysing Interaction in Children’s Digital Books

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