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Learning in new perspectives – entanglement of children, teachers and digital technology
Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).ORCID iD: 0000-0002-9722-2763
Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.ORCID iD: 0000-0002-2924-4100
2017 (English)In: 27th EECERA Annual Conference: Social Justice, Solidarity and Children’s Rights’, Bologna, Italy, 29th August – 1st September 2017: Abstract Book, 2017, p. 230-230Conference paper, Poster (with or without abstract) (Refereed)
Abstract [en]

This paper is based on preliminary results of an on-going study. The aim is to investigate entanglements of children, teachers and digital technology, where humans as well as materiality are considered as actors. Learning is a main concept in the research field of didactics and preschool practice. Research is also highly dominated by a deterministic and dialectic approach. Instead, this study investigates the becoming of an entangled child, where the child continuously is in intra-actions with other humans and digital technology. In this setting Barads (2007) agential realism becomes a way to problematise widespread beliefs about the learning child. In this study, the concept intra-action (Barad, 2007) is used to analyse the becoming of the digital child. Preschool children 4-5 years old, preschool teachers and preschool teacher students participated. They explored a digital App (Toontastic 3D) and created a story with sound and moving images in a Digital Laboratory Centre (DLC). Field notes and video registrations were used for documentation. Ethical standards were assured through written informed content by all parents and personnel, and oral consent from the participating children. Results show that children together with digital technology are strongly bound to each other during the activities. In these entangled becoming actions is reliant both of the children and the technology. Also, the spectrum of action possibilities increases during the process. It is interesting to further discuss the concept of learning in an agential realism perspective as learning emerges without any involvement of teacher students or preschool teachers.

Place, publisher, year, edition, pages
2017. p. 230-230
Keywords [en]
preschool children, digital technology, intra-actions, Agential realism, learning
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:hh:diva-36473OAI: oai:DiVA.org:hh-36473DiVA, id: diva2:1191913
Conference
EECERA (European Early Childhood Education Research) 2017, Bologna, Italy, 29th August – 1st September, 2017
Note

Poster title in conference abstract book: Alternative perspectives on learning - entanglements of children, teachers and digital technology

Available from: 2018-03-20 Created: 2018-03-20 Last updated: 2018-06-12Bibliographically approved

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Lagergren, AnniqaHolmberg, Kristina

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