Technology-Enhanced Playful Learning:: Through the lens of design based research
Translated title
Technology-Enhanced Playful Learning:
Author
Kristensen, Kasper
Term
4. term
Education
Publication year
2015
Submitted on
2015-06-09
Pages
51
Abstract
Dette studie bygger på designbaseret forskning (Design-Based Research), hvor løsninger udvikles og afprøves sammen med praktikere i gentagne runder. Studiet fandt sted i Sønderjylland i samarbejde med pædagoguddannelsen på UC SYD, og fem børnehaver deltog. Udviklingsforløbet blev dokumenteret i tre faser: Idégenerering, Konceptudvikling og Implementering. Den afsluttende evaluering fokuserede på legende læring, dvs. at børn lærer gennem leg. Resultaterne viste, at miljøet gav mulighed for legende læring, men at det var vanskeligt at skabe balance mellem børnenes færdigheder og systemets kompleksitet. Studiet peger også på usikkerhed om pædagogernes rolle som den "mere vidende" voksne i læringsprocessen, når teknologi er i spil.
This study uses a Design-Based Research approach, where solutions are developed and tested together with practitioners through repeated cycles. The work took place in Southern Jutland, Denmark, in collaboration with the pedagogy education program at UCSyd, with five kindergartens participating. The development process was documented in three phases: Idea Generation, Concept Development, and Implementation. The final evaluation focused on playful learning, meaning that children learn through play. Results showed that the environment supported playful learning, but it was difficult to balance the children’s skills with the complexity of the system. The study also points to uncertainty about the pedagogues’ role as the “more knowledgeable other” (the adult who guides learning) when technology is involved.
[This abstract was generated with the help of AI]
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