ipreps on ipads : exploring the visual/audio nexus of techno-literacy learners in an Australian classroom

Redpath, Terri and Lynch, Julianne 2012, ipreps on ipads : exploring the visual/audio nexus of techno-literacy learners in an Australian classroom, in PECERA 13 : Proceedings of the 13th Pacific Early Childhood Education Research Association Conference, Nanyang Technological University, Nanyang, Singapore, pp. 229-229.


Title ipreps on ipads : exploring the visual/audio nexus of techno-literacy learners in an Australian classroom
Author(s) Redpath, Terri
Lynch, Julianne
Conference name Annual Conference Pacific Early Childhood Education Research Association (13 : 2012 : Nanyang, Singapore)
Conference location Nanyang, Singapore
Conference dates 20-22 July 2012
Title of proceedings PECERA 13 : Proceedings of the 13th Pacific Early Childhood Education Research Association Conference
Editor(s) [unknown]
Publication date 2012
Conference series Annual Conference Pacific Early Childhood Education Research Association
Start page 229
End page 229
Total pages 1
Publisher Nanyang Technological University
Place of publication Nanyang, Singapore
Keyword(s) literacy
early childhood
educational technology
iPads
Australian curriculum
techno-literacy
visual-verbal communication
Summary This presentation reports on findings from a qualitative study on the use of iPads to support the literacy learning of a group of children who had just commenced their formal schooling in a regional Australian preparatory classroom. Specifically it looks at the affordances the iPad offered to enhance the oral-aural-visual communication of children not yet fluent in print based literacies. The children were interviewed about their techno-literacy learning and observed as they engaged with applications (apps). The researchers were able to video them as they demonstrated high levels of interest, energised learning and a range of independently acquired techno- literacy skills.
There is as yet little research on the use of portable personal computing devices such as the iPad in early years’ classrooms. The children in this study are shown as capable and articulate regarding their iPad use. Beyond the traditionally conceived struggle with passive print decoding when using iPads they become active creators of sophisticated multimodal artefacts that they consider worthy of acclaim, “I’m really proud of myself.” Findings from this study suggest the visual/listening nexus of popular apps potentially challenges print based literacy education approaches and existing paradigms of research and teaching/learning practice in Australian early years’ literacy education.
Language eng
Field of Research 130306 Educational Technology and Computing
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E2 Full written paper - non-refereed / Abstract reviewed
Persistent URL http://hdl.handle.net/10536/DRO/DU:30049351

Document type: Conference Paper
Collections: School of Education
Higher Education Research Group
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Created: Tue, 06 Nov 2012, 18:02:57 EST by Terri Redpath

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