Digital Technology and the Subjects of Literacy and Mathematics in the Preschool Atelier

Autor/in	Magnusson, Lena O.
Titel	Digital Technology and the Subjects of Literacy and Mathematics in the Preschool Atelier
Quelle	In: Contemporary Issues in Early Childhood, 24 (2023) 3, S.333-345 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Magnusson, Lena O.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/1463949120983485
Schlagwörter	Technology Uses in Education; Literacy Education; Mathematics Education; Preschool Children; Foreign Countries; Preschools; Play; Art Activities; Reggio Emilia Approach; Sweden + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mathematische Bildung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Spiel; Künstlerische Tätigkeit; Reggio-Pädagogik; Schweden
Abstract	In this article, the focus is on the entangled relations between digital technology, art activities, mathematics, literacy and children in Swedish preschool ateliers. As part of an ethnographic study, the researcher follows how children use digital technologies and non-digital materials (such as shells, pens, paper, wood, bubble wrap and light) to create and make the visual and aesthetic aspects of the technology seen. In the analysis of the children's play-based and art-oriented activities in the atelier, the subjects of literacy and mathematics become visible. The analytical approach includes the use of sociocultural theory and multimodal theory, and looking at mathematics in accordance with the six organising principles described by Alan Bishop. The results show that the children's activities with digital technology and non-digital artefacts appear to activate, expand and transform their understanding and use of literacy and mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01