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Walldén Hillström, Kristina
Publications (2 of 2) Show all publications
Walldén Hillström, K. & Gejard, G. (2016). "Om du vill så ska jag hjälpa" - barns tillträdesstrategier till surfplattor (1ed.). In: Elisabeth Björklund och Christina Gustafsson (Ed.), Praktiknära forskning: Barn, lärare och lärande (pp. 167-188). Lund: Studentlitteratur
Open this publication in new window or tab >>"Om du vill så ska jag hjälpa" - barns tillträdesstrategier till surfplattor
2016 (Swedish)In: Praktiknära forskning: Barn, lärare och lärande / [ed] Elisabeth Björklund och Christina Gustafsson, Lund: Studentlitteratur, 2016, 1, p. 167-188Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur, 2016 Edition: 1
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-22860 (URN)978-91-44-10971-8 (ISBN)
Available from: 2016-11-28 Created: 2016-11-28 Last updated: 2018-03-13Bibliographically approved
Walldén Hillström, K. (2014). I samspel med surfplattor: Om barns digitala kompetenser och tillträde till digitala aktiviteter i förskolan. (Licentiate dissertation). Uppsala: Institutionen för pedagogik, didaktik och utbildningsstudier
Open this publication in new window or tab >>I samspel med surfplattor: Om barns digitala kompetenser och tillträde till digitala aktiviteter i förskolan
2014 (Swedish)Licentiate thesis, monograph (Other academic)
Abstract [en]

This thesis explores how children and teachers interact with tablet computers in everyday activities in preschool. The study focuses on how teachers organise the digital activities, how children make sense of institutional frameworks when interacting with their peers in these activities and how children access and organise their participation in digital activities. Of particular interest are the digital competencies displayed by children as they participate in digital activities with teachers and their peers.

The empirical data was collected during an eight-month video ethnographic study of children between the ages of three and five at a Swedish preschool. The video recordings and field notes were collected during participant observations and analysed using an ethnomethodological approach to conversation analysis. Detailed attention was given to embodied features of interaction, which was critical for the analysis. In terms of findings, the thesis shows that when participating in collaborative interaction with tablet computers the children also oriented themselves towards - and renegotiated - the institutional conditions they found themselves in. The children´s digital competencies were demonstrated by the way they dealt with the technology and navigated and solved problems in the applications they used. The children were found to have developed access strategies for their participation in digital activities. The children also oriented themselves to socially expected ways of participating in the activities. The results also show that the digital competencies required by children in digital activities are dependent on the collective work of the participants in these activities. This study demonstrates the importance of studying children's digital competencies in relation to how they use digital technologies in specific social contexts, and that the introduction of tablet computers in a preschool context involves complex interactional work for teachers and children alike.

Place, publisher, year, edition, pages
Uppsala: Institutionen för pedagogik, didaktik och utbildningsstudier, 2014. p. 131
Series
Pedagogisk forskning i Uppsala, ISSN 0348-3630 ; 167
Keywords
tablet computers, children´s agency, interaction, digital competencies, microsociology, preschool, video ethnography
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:hig:diva-20433 (URN)978-91-506-2427-4 (ISBN)
Available from: 2015-10-16 Created: 2015-10-16 Last updated: 2018-03-13Bibliographically approved
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