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Articles 1 - 14 of 14
Full-Text Articles in Education
‘Digital Play’ Is Here To Stay … But Don’T Let Go Of Real Lego Yet, Irina Verenikina
‘Digital Play’ Is Here To Stay … But Don’T Let Go Of Real Lego Yet, Irina Verenikina
I. Verenikina
Playing with building blocks such as Lego has been an established part of early childhood education for many years. Educators and theorists agree that building blocks or constructive play provide a wide range of avenues for enhancing learning and development in the early years, but the increased availability and accessibility of mobile digital technologies has seen children more frequently engage in virtual or “digital” play, often leaving behind traditional forms of play with physical objects in physical spaces. So what might children lose – or gain – during this transition from physical to digital play? Lego, the best known producer …
Interactive Whiteboards: Interactivity, Activity And Literacy Teaching, Lisa K. Kervin, Irina Verenikina, Kris Wrona, Pauline T. Jones
Interactive Whiteboards: Interactivity, Activity And Literacy Teaching, Lisa K. Kervin, Irina Verenikina, Kris Wrona, Pauline T. Jones
I. Verenikina
This paper explores the implementation and the use of the Interactive Whiteboard (IWB) in literacy teaching in an Australian primary school. A socio-cultural approach (Vygotsky, 1978) and Activity Theory (Engestrom, 2001) are used to explore the integration of the IWB in the literacy classroom environment where the individual, classroom and the whole school contexts are considered. A socio- cultural conceptualisation of technology allows us to view the IWB as a tool that can be used to enhance teachers’ pedagogical practices. The paper is based on a case study in an independent primary school located in a South - Western suburb …
The Digital Technology In The Learning Of Students With Autism Spectrum Disorders (Asd) In Applied Classroom Settings, Kathleen Tanner, Roselyn M. Dixon, Irina Verenikina
The Digital Technology In The Learning Of Students With Autism Spectrum Disorders (Asd) In Applied Classroom Settings, Kathleen Tanner, Roselyn M. Dixon, Irina Verenikina
I. Verenikina
This paper describes a research study that is a stepping stone to further research on the affordances of digital technologies in the learning of students with Autism Spectrum Disorders (ASD). The study is framed around the modern understanding of technologies as cognitive tools for learning based on the theory of social and cultural mediation of children’s development and learning (Vygotsky, 1978), together with Activity Theory (Engestrom, 2001). The study focuses on the day-to-day reality of the use of computer and other digital technologies to assist the classroom learning of children with ASD. A series of observations, semi-structured interviews with teachers …
Understanding Scaffolding And The Zpd In Educational Research, Irina Verenikina
Understanding Scaffolding And The Zpd In Educational Research, Irina Verenikina
I. Verenikina
Marcia (pseudonyms have been used for the students and teachers mentioned in this paper), a third year early childhood student, was undertaking her teaching practice in a Kindergarten classroom. At the Faculty of Education reflection day Marcia approached me in tears. The reflection day is held half way though the practicum in order to give students an opportunity to share their classroom experiences with peers and lecturers. She was not happy with her supervising teacher, Annette, who would not allow her to scaffold the pupils reading comprehension in her classroom. Annette demanded of Marcia that books be read to the …
Vygotsky In Twenty-First-Century Research, Irina M. Verenikina
Vygotsky In Twenty-First-Century Research, Irina M. Verenikina
I. Verenikina
At the 2008 Ed-Media conference, a list of most often cited papers in Ed-Media 2004-2008 was revealed (Ochoa, Mendez & Duval, 2009). Vygotsky’s theoretical work, originally published in Russia in the 1930s, came top of the list by a large margin. This paper examines why, and how this theory still can be relevant to twenty-first-century research. It is argued that an effective use of modern educational technologies calls for the use of advanced pedagogies. Vygotsky’s theory provides a profound understanding of teaching and learning that reflect the complexity of social and cultural contexts in the modern learner. The most frequently …
Computer Game Design And The Imaginative Play Of Young Children, Irina M. Verenikina, Jan Herrington
Computer Game Design And The Imaginative Play Of Young Children, Irina M. Verenikina, Jan Herrington
I. Verenikina
This paper discusses preliminary findings of the study of computer game design in relation to current understanding of imaginative play and its developmental value for young children. The crucial role of children's play in their development is well documented. A number of criteria, which are essential in building a foundation for children's cognitive development in play, were identified based on a literature review of the theoretical and empirical studies of child's play. The identified criteria were utilized to observe two young children playing various types of computer games to explore the opportunities that the games provide for imaginative play in …
Investigating Synergies Between Literacy, Technology And Classroom Practice, Lisa Kervin, Irina Verenikina, Pauline Jones, Olivia Beath
Investigating Synergies Between Literacy, Technology And Classroom Practice, Lisa Kervin, Irina Verenikina, Pauline Jones, Olivia Beath
I. Verenikina
The ways educators incorporate technologies into their classroom literacy experiences and the implications these present for professional practices have been the focus of discussion for some time. We believe it timely to re-examine these debates in a period of 'digital reform' as we consider the realities teachers report as they use technology as a tool in literacy classrooms. In doing this, we acknowledge the potential of new technologies such as laptops, wireless connectivity, Interactive White Boards and mobile communication devices to reshape pedagogic activity within primary classrooms but aim to capture the reality reported by active practitioners. In this paper …
Ipods In Early Childhood: Mobile Technologies And Story Telling., Ian Olney, Jan Herrington, Irina Verenikina
Ipods In Early Childhood: Mobile Technologies And Story Telling., Ian Olney, Jan Herrington, Irina Verenikina
I. Verenikina
Mobile technologies are making inroads in many aspects of education. The potential of many of these devices is being explored in a range of educational environments but early childhood educators are not commonly early adopters of these new technologies. This paper examines the process and impact of iPods on these students’ creation of original digital stories to support their understanding of how young children learn. The pedagogical approach is described in detail together with observations on the process, lessons learned, and extensions of the activity into other discipline areas.
Digital Story Telling Using Ipods, I. W. Olney, J. Herrington, I. Verenikina
Digital Story Telling Using Ipods, I. W. Olney, J. Herrington, I. Verenikina
I. Verenikina
This chapter describes the experience of using iPods with preservice early childhood educators in an introductory ICT course. The approach taken was to use the mobile devices, not as the object of study in themselves, but as cognitive tools to be used to complete a complex and authentic task. Students used the iPods in groups to create digital stories appropriate for very young children, in the style of a children’s picture book. The research explored the students’ responses to the task and the pedagogical affordances of the devices in the early childhood setting.
The Development Of Pre-Service Teachers' Conceptual Understanding Of Scaffolding Numeracy, I. Verenikina, M. Chinnappan, Andrew Foxwell
The Development Of Pre-Service Teachers' Conceptual Understanding Of Scaffolding Numeracy, I. Verenikina, M. Chinnappan, Andrew Foxwell
I. Verenikina
Becoming a quality teacher involves the acquisition of subject matter knowledge as well as the development of appropriate pedagogical teaching skills. The latter includes knowledge and understanding of scaffolding strategies based in an increasingly popular socio-cultural theory of Lev Vygotsky. Recent research in teaching mathematics identified a wide variety of scaffolding techniques that can be used in the classroom to improve primary school students’ numeracy. However, there is a highly diverse interpretation of scaffolding in the literature which creates difficulties for pre-service teachers when they attempt to make sense of this popular teaching technique and apply it to their teaching. …
The Affordances And Limitations Of Computers For Play In Early Childhood, I. Verenikina, J. Herrington, R. Peterson, Jessica Mantei
The Affordances And Limitations Of Computers For Play In Early Childhood, I. Verenikina, J. Herrington, R. Peterson, Jessica Mantei
I. Verenikina
The widespread proliferation of computer games for children as young as 6 months of age, merits a re-examination of their manner of use and their facility to provide opportunities for developmental play. This paper describes a research study conducted to explore the use of computer games by young children, specifically to investigate the affordances and limitations of such games and the features of children’s traditional play that can be supported and further enhanced by different kinds of computer play. Computer games were classified and selected according to game characteristics that support higher order thinking. Children aged 5 and 7 were …
Exploring The 'Tool Metaphor' For Using Digital Technology In Teaching Students With Autism Spectrum Disorders (Asd), Roselyn M. Dixon, Irina Verenikina
Exploring The 'Tool Metaphor' For Using Digital Technology In Teaching Students With Autism Spectrum Disorders (Asd), Roselyn M. Dixon, Irina Verenikina
I. Verenikina
Since computer technologies entered the educational domain, a number of metaphors have been introduced in the literature to explain this newly emerged phenomenon to educators in familiar terms. This chapter explores the ways that the conceptualisation of educational technologies as a teaching 'tool' can assist our understanding of the implementation of a new digital technology, the interactive whiteboard (IWB), in teaching children with Autism Spectrum Disorders (ASD). The tool metaphor relates to a socio-cultural concept of a tool mediated purposeful human activity as a unit of analysis in educational research (Vygotsky, 1978). The activity model (Engestrom, 1991) was adopted in …
Standards For Educational, Edutainment, And Developmentally Beneficial Computer Games, R. Peterson, I. Verenikina, J. Herrington
Standards For Educational, Edutainment, And Developmentally Beneficial Computer Games, R. Peterson, I. Verenikina, J. Herrington
I. Verenikina
The results of a comprehensive review of the body of research concerning the developmental and educational value of computer gaming for children is reported. Based on the review, design criteria are proposed for educational and edutainment computer games. In addition, a hierarchy of educational, edutainment, and entertainment game categories is introduced. It is argued that a standard educational labeling system is needed to assist parents and teachers with selecting computer games. A gap in the research is highlighted with regard to the affordances of computer games to facilitate the development of young children’s higher order thinking. It is recommended that …
Socio-Emotional Connections: Identity, Belonging And Learning In Online Interactions. A Literature Review, Janine Delahunty, Irina Verenikina, Pauline Jones
Socio-Emotional Connections: Identity, Belonging And Learning In Online Interactions. A Literature Review, Janine Delahunty, Irina Verenikina, Pauline Jones
I. Verenikina
This review focuses on three interconnected socio-emotional aspects of online learning: interaction, sense of community and identity formation. In the intangible social space of the virtual classroom, students come together to learn through dialogic, often asynchronous, exchanges. This creates distinctive learning environments where learning goals, interpersonal relationships and emotions are no less important because of their 'virtualness', and for which traditional face-to-face pedagogies are not neatly transferrable. The literature reveals consistent connections between interaction and sense of community. Yet identity, which plausibly and naturally emerges from any social interaction, is much less explored in online learning. While it is widely …