Морган A. Интерактивные доски, интерактивная и игровая составляющая классных занятий с детьми от трех до семи лет
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Морган A. Интерактивные доски, интерактивная и игровая составляющая классных занятий с детьми от трех до семи лет // Современное дошкольное образование. Теория и практика. – 2014. – №9. – С.70–78.
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Аннотация
Предметом настоящей статьи является практическое применение интерактивной доски в ходе учебных и игровых занятий с детьми от трех до семи лет, посещающих дошкольные учреждения Уэльса, Великобритания. В работе обращено внимание на восприятие детьми и педагогами этой инновационной технологии. В ходе исследования были проведены наблюдения за занятиями в тридцати классных комнатах, в которых установлены интерактивные доски, а также собеседования с учителями и детьми, поделившимися мнениями об этом устройстве и впечатлениями от работы с ним. Учителя утверждали, что они придают большое значение «игровому» и «интерактивному» опыту детей как фактору, способствующему процессу обучения. Однако непосредственное применение интерактивной доски показало, что оно имеет немного общего с развитием «игрового» или «интерактивного» учебного опыта. На практике интерактивная доска используется слишком шаблонно и, скорее, служит вспомогательным средством для традиционных педагогических практик, нежели образовательным инструментом в духе «новой основной фазы» валлийского образования или социокультурных педагогических теорий. В работе представлены мнения практикующих учителей относительно возможностей интерактивной доски с точки зрения игровой педагогики.
Литература
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31. Moyles, J.R. 1989. Just playing? The role and status of play in early childhood education. London: Open University Press.
32. New Zealand Ministry of Education. 1996. Te Whariki. Early childhood curriculum. Wellington: Learning Media.
33. Papert, S. 1996. The connected family: Bridging the digital generation gap. London: Longstreet Press.
34. Plowman, L., and C. Stephen. 2003. A ‘benign addition’? A review of research on ICT and pre-school children. Journal of Computer-Assisted Learning 19, no. 2: 149–62.
35. Qualifications, Curriculum and Assessment Authority for Wales. 2004. The foundation phase in Wales: A draft framework for children’s learning. www.accac.org.uk/eng/content.php?mID=655.
36. Rogoff, B. 1998. Cognition as a collaborative process. In Handbook of child psychology. Vol. 2, ed. D. Kohn, and R.S. Siegler, 679–744. New York: John Wiley.
37. Sefton-Green, J. 1998. Digital diversions: Youth culture in the age of multimedia. London: UCL Press.
38. Sharp, C. 2002. School starting age: European policy and recent research. Paper presented at LGA Seminar: When should our children start school?, 1 November, in London. www.nfer.ac.uk/publications/other-publications/conference-papers/pdf_docs/PaperSSF. pdf.
39. Smith, H., S. Higgins, K. Wall, and J. Miller. 2005. Interactive whiteboards: Boon or bandwagon? A critical review of the literature. Journal of Computer Assisted Learning 21: 91–101.
40. Strauss, A., and J. Corbin. 1990. Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage Publications.
41. Sutherland, R., K. Facer, R. Furlong, and J. Furlong. 2000. A new environment for education? The computer in the home. Computers and Education 34: 195–212.
42. Swedish Ministry of Education and Science. 1998. Curriculum for the pre-school. Stockholm: Fritzes.
43. Sylva, K., E.C. Melhuish, P. Sammons, I. Siraj-Blatchford, and B. Taggart. 2004. The Effective Provision of Pre-School Education (EPPE) Project: Technical paper 12, the final report: Effective pre-school education. London: DfES.
44. Vygotsky, L. 1978. Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
45. Wood, E., and J. Attfield. 2005. Play learning and the early childhood curriculum. London: Paul Chapman.
2. Bennett, N., E. Wood, and S. Rogers. 1997. Teaching through play: Teachers’ thinking and classroom practice. Bucks: Open University Press.
3. Berg, B.L. 2007. Qualitative research methods for the social sciences. Boston, MA: Pearson.
4. Black, P.J., and D. William. 2003. In praise of educational research, formative assessment. British Educational Research Journal 29, no. 5: 623–37.
5. Broadhead, P. 2006. Understanding children’s learning through play. British Educational Research Journal 32, no. 2: 191–207.
6. Burns, C.M., and D.A. Myhill. 2004. Inactive or interactive? A consideration of the nature of interaction in whole class teaching. Cambridge Journal of Education 34, no. 1: 35–49.
7. Clements, D.H. 1994. The uniqueness of the computer as a learning tool: insights from research and practice. In Young children active learners in a technological age, ed. J.L. Wright, and D.D. Shade, 31–50. Washington: National Association for the Education of Young Children.
8. Cordes, C., and E. Miller. 2000. Fool’s gold: A critical look at computers in childhood.
9. College Park, MD: Alliance for Childhood. www.allianceforchildhood.net /projects/computers/computers_reports_fools_gold_download.htm.
10. Davidson, J. 2002. Press release by Minister of Education, 14 January 2002. Welsh Assembly Government, Cardiff.
11. Department for Education and Employment, and Qualifications and Curriculum Authority. 1999. Information and communication technology: the National Curriculum for England. London: DfEE/QCA.
12. Downes, T. 1998. Using the computer at home. In IT for learning enhancement, ed. M. Monteith, 61–78. Exeter: Intellect.
13. Facer, K., R. Sutherland, J. Furlong, and R. Furlong. 2003. Screen play: Children and computers in the home. London: RoutledgeFalmer.
14. Flick, U. 2006. An introduction to qualitative research. London: Sage.
15. Galton, M., L. Hargreaves, C. Comber, D. Wall, and A. Pell. 1999. Inside the primary classroom: 20 years on. London: Routledge.
16. Gillen, J., J. Kleine Staarman, K. Littleton, N. Mercer, and A. Twiner. 2007. A ‘learning revolution’? Investigating pedagogic practices around interactive whiteboards in British primary classrooms. Learning, Media and Technology 32, no. 3: 243–56.
17. Greig, A., and J. Taylor. 1999. Doing research with children. London: Sage.
18. Higgins, S., G. Beauchamp, and D. Miller. 2007. Reviewing the literature on interactive whiteboards. Learning, Media and Technology 32, no. 3: 213–25.
19. Katz, L.G., and S.C. Chard. 2000. Engaging children’s minds: The project approach. Norwood, NJ: Ablex Publishing.
20. Kearney, M., and S. Schuck. 2008. Exploring pedagogy with interactive whiteboards in Australian schools. Australian Educational Computing 23, no. 1: 8–13.
21. Kennewell, S. 2001. Using affordances and constraints to evaluate the use of ICT in teaching and learning. Journal of IT and Teacher Education 10: 101–16.
22. Kennewell, S. 2003. Developing an ICT capability for learning. In Learning in school, home and community: ICT in early and elementary education, ed. G. Marshall, and Y. Katz, 75–83. Boston: Kluwer Academic Press.
23. Kennewell, S., and A. Morgan. 2003. Student teachers’ experiences and attitudes towards using interactive whiteboards in the teaching and learning of young children. In Young children and learning technologies, ed. J. Wright, A. McDougall, J. Murnane, and J. Lowe, 71–6. Sydney: Australian Computer Society.
24. Kennewell, S., and A. Morgan. 2006. Factors influencing learning through play in ICT settings. Computers and Education 46: 265–79.
25. Kennewell, S., J. Parkinson, and H. Tanner. 2000. Developing the ICT capable school. London: RoutledgeFalmer.
26. Klerfelt, A. 2004. Ban the computer or make it a storytelling machine: Bridging the gap between the children’s media culture and preschool. Scandinavian Journal of Educational Research 48, no. 1: 73–93.
27. Manning, K., and A. Sharp. 1977. Structuring play in the early years at school. London: Ward Lock Associates.
28. Morgan, A., and S. Kennewell. 2005a. The role of play in the pedagogy of ICT. Education and Information Technologies 10, no. 3: 177–88.
29. Morgan, A., and S. Kennewell. 2005b. The impact of prior technological experiences on children’s ability to use play as a medium for developing capability with new ICT tools. Coventry: British Educational Communications and Technology Agency.
30. Morgan, A., and S. Kennewell. 2006. Primary teachers’ views on play as a medium for developing ICT capability: A divergence of personal philosophy and practice. Technology, Pedagogy and Education 15, no. 3: 307–20.
31. Moyles, J.R. 1989. Just playing? The role and status of play in early childhood education. London: Open University Press.
32. New Zealand Ministry of Education. 1996. Te Whariki. Early childhood curriculum. Wellington: Learning Media.
33. Papert, S. 1996. The connected family: Bridging the digital generation gap. London: Longstreet Press.
34. Plowman, L., and C. Stephen. 2003. A ‘benign addition’? A review of research on ICT and pre-school children. Journal of Computer-Assisted Learning 19, no. 2: 149–62.
35. Qualifications, Curriculum and Assessment Authority for Wales. 2004. The foundation phase in Wales: A draft framework for children’s learning. www.accac.org.uk/eng/content.php?mID=655.
36. Rogoff, B. 1998. Cognition as a collaborative process. In Handbook of child psychology. Vol. 2, ed. D. Kohn, and R.S. Siegler, 679–744. New York: John Wiley.
37. Sefton-Green, J. 1998. Digital diversions: Youth culture in the age of multimedia. London: UCL Press.
38. Sharp, C. 2002. School starting age: European policy and recent research. Paper presented at LGA Seminar: When should our children start school?, 1 November, in London. www.nfer.ac.uk/publications/other-publications/conference-papers/pdf_docs/PaperSSF. pdf.
39. Smith, H., S. Higgins, K. Wall, and J. Miller. 2005. Interactive whiteboards: Boon or bandwagon? A critical review of the literature. Journal of Computer Assisted Learning 21: 91–101.
40. Strauss, A., and J. Corbin. 1990. Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage Publications.
41. Sutherland, R., K. Facer, R. Furlong, and J. Furlong. 2000. A new environment for education? The computer in the home. Computers and Education 34: 195–212.
42. Swedish Ministry of Education and Science. 1998. Curriculum for the pre-school. Stockholm: Fritzes.
43. Sylva, K., E.C. Melhuish, P. Sammons, I. Siraj-Blatchford, and B. Taggart. 2004. The Effective Provision of Pre-School Education (EPPE) Project: Technical paper 12, the final report: Effective pre-school education. London: DfES.
44. Vygotsky, L. 1978. Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
45. Wood, E., and J. Attfield. 2005. Play learning and the early childhood curriculum. London: Paul Chapman.
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