Sandvik creating-digital-literacy-101117
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The seminar at the University of Copenhagen explored the importance of transitioning from being 'digital natives' to becoming 'digitally literate' through active engagement with technology from an early age. It highlighted the necessity of playful, collaborative, and exploratory approaches in integrating digital tools in educational settings, emphasizing creative practices over merely achieving predetermined learning goals. The research involved hands-on experiments with children and educators to develop innovative pedagogies that use digital tools effectively in daycare and primary education.
Sandvik creating-digital-literacy-101117
- 1. Creating digital literacy - notes from the field Literacy and citizenship in the digital age, seminar at University of Copenhagen November 10 2017 Kjetil Sandvik, Media, Cognition and Communication, University of Copenhagen
- 2. Literacy does not occur automatically just because you are comfortable holding an iPad in your hands • If today's children are 'digital natives‘ this means (only) that what is new technology to older generations is just technology to them – it is there, it has always been there. • This comes with advantages: not being alien to the technology lower barriers when it comes to learning, experimen- ting, inhabiting… • But: being ‘digital native’ is not the same as being ‘digital literate’ • As with everything else, digital technology must be learned and appropriated in order for children (and grownups) to achieve (digital) literacy. • How may digital technology be acquired, learned, experimented and played with from the early years and onwards? – a couple of cases where this has been done in daycare institutions through collaborative and playful processes between children, pedagogues and researchers (research projects with Klaus Thestrup (AU), Jacob Knudsen (VIFIN), Stine Liv Johansen (AU)). "I Danmark har vi hidtil fejlagtigt set på digital teknologi som noget med at sætte strøm til penalhuset. Vi har bragt iPads og elektroniske tavler ind i klasselokalet og troet, at det i sig selv kunne gøre tricket" (Ole Sejer Iversen, ministeriets teknologiforståelse- rådgivningsgruppe)
- 3. Approaches to technology • Institutional • Formalized, fixed formats • ‘first we add technology’ • STEM/STEAM oriented • Tech-fetishism: we must have… smart boards, iPads, Chrome Books etc. • Learning goals-focused: having decided the pedagogical use of technology • User-centered • Informal, emergent formats • ‘first we add people’ • Technology as means not goals • pedagogies and practices need to be developed • Not strictly focused on learning goals: experimenting with the pedagogical potentials of technology OR
- 4. Creative approaches to understanding and using technology: what it is vs what it can be • Creating things from scratch (e.g. by programming) • Adjusting, adding to, pimping existing things (app and accessory bonanza) • Combining, mixing, briccolageing things (digital and analogue blends) • Ripping things apart and reassembling them in new ways (hacking…) • Repairing things (learning how things work and not just how to work them…)
- 5. Digital media/technologies as just another toy in the toy-box and just another pedagogical tool in the toolbox
- 6. Our research • On-the-floor research with pedagogues and children • developing new practices and pedagogies for uses of digital tools in daycare institutions (Next Practice Lab): • In 2015: 275 children and 31 pedagogues from 17 daycare institutions in 10 municipalities. • In 2016: same research but with 0,5-2,5 year olds. • In 2017: same research but in primary school with 6-8 year old children (EU H2020 project headed by Jackie Marsh with partners in 7 EU countries, USA, Canada, Australia…): focus on makerspaces
- 7. Method: Next Practice Labs • Developing new uses of digital media (primarily iPads* + accessories) • Focuses on collaborative experiments: • improvising, creating and ‘toying with’ digital technology between children, pedagogues, researchers and ideally designers. *could also be other types of tablets, digital cameras etc, but right now iPad is the most present technology and therefore obvious to make use of
- 8. Top-down: fixed and predictable use: Learning as primary focus Eye level: uses developing through play: Creativity as primary focus – ‘learning cannot be avoided’
- 9. Creating practices • Action based research: creating and studying at the same time in collaboration pedagogues and children • User-driven and co-creative development: creating frames for the children’s own creative experiments • Process-oriented: both development and use practices are rooted in play activities (not in end-results: something to watch or show) The teacher The children The researcher
- 10. Technology decides Pedagogues decides Children decides Intended use vs creative use Skepticism* vs open-mindedness Habits vs creativity Appropriating possibilities Challenging possibilities Eye level deve- lopment The triad system of developing practices (and literacy) Creating possibilities *stretches from ignorance (coupled with lack of time and energy) – the use of the iPad as pacifier – to skepticisms, criticism and panic (banning of e.g. mobile phones in class rooms)
- 11. Three modes in creating new practices • Learning and exploring: • to get acquainted to the iPad, to see its possibilities etc. • Planning and well-defined frames are important for all to feel comfortable (both teachers/pedagogues and children) • Developing pedagogies for the technology • Developing pedagogies with the technology
- 12. Three modes in creating new practices • Setting the iPad free: • to improvise and use the iPad in impulsive ways, • letting children teach children, • insisting on process, not end-product • Collective development of practices and literacy
- 13. Three modes in creating new practices • iPad fully integrated in children's play : • iPads are used for play, • iPads are inspiring play (maybe even without being physically present in the play activity: – moving like in 'reverse camera', imagining landscapes as if using 'green screen' etc., • using stories from the iPad in new play activities: media play!)
- 14. Playing is playing… • …and iPads are just another type of toys – however multifunctional • It can be used for quiet, concentrated activities, like reading a book or watching TV • It can be used as creative tool: drawing, painting, film-making, designing, building • It can be combined and integrated with other play activities • And most important: the iPads is yet another media – like TV, films, computer games – filled with stories that can be played with!* • Understanding technology in it self and in pedagogical framings is all about being responsible for learning to use the full potential of this (new) technology *Media play (Thestrup 2011): media as content, language, discourse, aesthetic format create starting point for creating play (not just reproduction: reshaping, transforming, combining to be appropriated by play)