1,751
Views
0
CrossRef citations to date
0
Altmetric
Articles

Teachers’ perceptions of technical affordances in early visual arts education

&

References

  • Agyei, S. B., F. R. van der Weel, and A. L. H. van der Meer. 2016. “Development of Visual Motion Perception for Prospective Control: Brain and Behavioral Studies in Infants.” Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2016.00100.
  • American Academy of Pediatrics. 2016. “Media Use in School-Aged Children and Adolescents.” Pediatrics 138(5): e20162592. https://doi.org/10.1542/peds.2016-2592.
  • Attride-Stirling, J. 2001. “Thematic Networks: An Analytic Tool for Qualitative Research.” Qualitative Research 1 (3): 385–405. https://doi.org/10.1177/146879410100100307.
  • Bautista, A., A. Moreno-Núñez, R. Bull, F. Amsah, and S. F. Koh. 2018. “Arts-Related Pedagogies in Preschool Education: An Asian Perspective.” Early Childhood Research Quarterly 45: 277–288. https://doi.org/10.1016/j.ecresq.2017.12.005.
  • Blackwell, C. K., A. R. Lauricella, and E. Wartella. 2014. “Factors Influencing Digital Technology Use in Early Childhood Education.” Computers & Education 77: 82–90. https://doi.org/10.1016/j.compedu.2014.04.013.
  • Bolstad, R. 2004. “The Role and Potential of ICT in Early Childhood Education: A Review of New Zealand and International Literature.” New Zealand Council for Educational Research. https://www.nzcer.org.nz/system/files/ictinecefinal.pdf.
  • Brenneman, K., A. Lange, and I. Nayfeld. 2019. “Integrating STEM into Preschool Education: Designing a Professional Development Model in Diverse Settings.” Early Childhood Education Journal 47 (1): 15–28. https://doi.org/10.1007/s10643-018-0912-z.
  • Bresler, L. 1998. “‘Child Art,’ ‘Fine Art,’ and ‘Art for Children’: The Shaping of School Practice and Implications for Change.” Arts Education Policy Review 100 (1): 3–10. https://doi.org/10.1080/10632919809599444.
  • Brown, C. P., and J. Englehart. 2019. “Neoliberal Technological Devices and Articulations of Teaching Young Children: A Case Study of Preservice Teachers Using iPads in Their Teacher Education Programs.” Journal of Early Childhood Research 17 (2): 88–103. https://doi.org/10.1177/1476718X18812214.
  • Buckleitner, W. 2011. “Setting Up a Multi-Touch Preschool.” Children’s Technology Review 19 (3): 5–9.
  • Carr, M. 2000. “Technological Affordance, Social Practice and Learning Narratives in an Early Childhood Setting.” International Journal of Technology and Design Education 10 (1): 61–80. https://doi.org/10.1023/A:1008986002620.
  • Carrington, V. 2005. “The Uncanny, Digital Texts and Literacy.” Language and Education 19 (6): 467–482. https://doi.org/10.1080/09500780508668698.
  • Chaudron, S. 2015. Young Children (0–8) and Digital Technologies: A Qualitative Study across Seven Countries. Publications Office of the European Union.
  • Cheng, Y. L., and X. A. Hu. 2013. “Using Tablet Computers in Early Childhood Education: The Experience of Hong Kong.” Hong Kong Journal of Early Childhood 12 (1): 29–36.
  • Chien, C, and A. N. N. Hui. 2010. “Creativity in Early Childhood Education: Teachers’ Perceptions in Three Chinese Societies.” Thinking Skills and Creativity 5 (2): 49–60. https://doi.org/10.1016/j.tsc.2010.02.002.
  • Christakis, D. A., and Michelle M. Garrison. 2009. “Preschool-Aged Children’s Television Viewing in Child Care Settings.” Pediatrics 124 (6): 1627–1632. https://doi.org/10.1542/peds.2009-0862.
  • Curriculum Development Council. 2017. Kindergarten Education Curriculum Guide. Hong Kong: Curriculum Development Council.
  • Danniels, E., A. Pyle, and C. DeLuca. 2020. “The Role of Technology in Supporting Classroom Assessment in Play-Based Kindergarten.” Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2019.102966.
  • Dezuanni, M., Dooley, K., Gattenhof, S., and Knight, L. 2015. iPads in the Early Years: Developing Literacy and Creativity. London: Routledge.
  • Dong, C. and P, Mertala. 2021. “Preservice Teachers’ Beliefs About Young Children’s Technology use at Home.” Teaching and Teacher Education, 102, 103325. https://doi.org/10.1016/j.tate.2021.103325
  • Donohue, C., and R. Schomburg. 2017. “Technology and Interactive Media in Early Childhood Programs: What We’ve Learned from Five Years of Research, Policy, and Practice.” Young Children 72 (4): 72–78.
  • Education Bureau. 2022. Kindergarten Education: Figures and Statistics. https://www.edb.gov.hk/en/about-edb/publications-stat/figures/kg.html.
  • Edwards, S. 2013. “Digital Play in the Early Years: A Contextual Response to the Problem of Integrating Technologies and Play-Based Pedagogies in the Early Childhood Curriculum.” European Early Childhood Education Research Journal 21 (2): 199–212. https://doi.org/10.1080/1350293X.2013.789190.
  • Edwards, S. 2016. “New Concepts of Play and the Problem of Technology, Digital Media and Popular-Culture Integration with Play-Based Learning in Early Childhood Education.” Technology, Pedagogy and Education 25 (4): 513–532. https://doi.org/10.1080/1475939X.2015.1108929.
  • Evans, S. K., K. E. Pearce, J. Vitak, and J. W. Treem. 2017. “Explicating Affordances: A Conceptual Framework for Understanding Affordances in Communication Research.” Journal of Computer-Mediated Communication 22 (1): 35–52. https://doi.org/10.1111/jcc4.12180.
  • Fayard, A. L., and J. Weeks. 2014. “Affordances for Practice.” Information and Organization 24 (4): 236–249. https://doi.org/10.1016/j.infoandorg.2014.10.001.
  • Fjørtoft, I. 2004. “Landscape as Playscape: The Effects of Natural Environments on Children’s Play and Motor Development.” Children, Youth and Environments 14 (2): 21–44. https://doi.org/10.1353/cye.2004.0054
  • Fleer, M. 2013. “Digital Positioning for Inclusive Practice in Early Childhood: The Cultural Practices Surrounding Digital Tablets in Family Homes.” Computers in New Zealand Schools: Learning, Teaching and Technology 25 (1–3): 56–76.
  • Fleer, M. 2016. “Theorising Digital Play: A Cultural–Historical Conceptualisation of Children’s Engagement in Imaginary Digital Situations.” International Research in Early Childhood Education 7 (2): 75–90.
  • Fleer, M. 2017. “Digital Role-Play: The Changing Conditions of Children’s Play in Preschool Settings.” Mind, Culture, and Activity 24 (1): 3–17. https://doi.org/10.1080/10749039.2016.1247456.
  • Fleer, M. 2020. “Examining the Psychological Content of Digital Play through Hedegaard’s Model of Child Development.” Learning, Culture and Social Interaction 26: 100227. https://doi.org/10.1016/j.lcsi.2018.04.006.
  • Flewitt, R. S., D. Messer, and N. Kucirkova. 2015. “New Directions for Early Literacy in a Digital Age: The IPad.” Journal of Early Childhood Literacy 15 (3): 289–310. https://doi.org/10.1177/1468798414533560.
  • Galloway, J.. 2009. Harnessing Technology for Every Child Matters and Personalised Learning. London: Routledge.
  • Gibson, J. J. 1979. The Ecological Approach to Visual Perception. Boston: Houghton Mifflin.
  • Heft, H. 1988. “Affordances of Children’s Environments: A Functional Approach to Environmental Description.” Children’s Environments Quarterly 5 (3): 29–37.
  • Hofer, M., and N. Grandgenett. 2012. “TPACK Development in Teacher Education: A Longitudinal Study of Preservice Teachers in a Secondary MA Ed. Programme.” Journal of Research on Technology in Education 45 (1): 83–106. https://doi.org/10.1080/15391523.2012.10782598.
  • House, R. 2012. “The Inappropriateness of ICT in Early Childhood Education: Arguments from Philosophy, Pedagogy and Developmental Psychology.” In Contemporary Debates in Childhood Education and Development, edited by Sebastian Suggate and Elaine Reese, 105–121. London: Routledge.
  • Hu, X., and N. Yelland. 2019. “Changing Learning Ecologies in Early Childhood Teacher Education: From Technology to Stem Learning.” Beijing International Review of Education 1 (2–3): 488–506. https://doi.org/10.1163/25902539-00102005.
  • Johnson, B., and L. Christensen. 2010. Educational Research: Quantitative, Qualitative and Mixed Approaches. London: SAGE.
  • Kerckaert, S., R. Vanderlinde, and J. van Braak. 2015. “The Role of ICT in Early Childhood Education: Scale Development and Research on ICT Use and Influencing Factors.” European Early Childhood Education Research Journal 23 (2): 183–199. https://doi.org/10.1080/1350293X.2015.1016804.
  • Koehler, M. J., and P. Mishra. 2009. “What Is Technological Pedagogical Content Knowledge?” Contemporary Issues in Technology and Teacher Education 9 (1): 60–70. https://doi.org/10.1177/002205741319300303.
  • Kucirkova, N. 2013. “Response to By-Passing the Debate: Beyond the ‘Technology Question’ in the Early Years by Associate Professor Suzy Edwards, Tactyc 2013.” http://tactyc.org.uk/pdfs/Response-Kucirkova.pdf.
  • Kyttä, M. (2002). “Affordances of Children’s Environments in the Context of Cities, Small Towns, Suburbs and Rural Villages in Finland and Belarus.” Journal of Environmental Psychology 22 (1-2): 109–123. https://doi.org/10.1006/jevp.2001.0249.
  • Lankshear, C., C. Bigum, C. Durrant, B. Green, W. Morgan, J. Murray, I. A. Snyder, and M. Wild. 1996. “Literacy, Technology and Education: A Project Report.” The Australian Journal of Language and Literacy 19 (4): 345–359.
  • Lave, J., and E. Wenger. 1991. Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
  • Leung, S. K. Y. 2014. “How Does Photography Express Children’s Voice?” Every Child 20 (4): 16–17.
  • Leung, S. K. Y. 2018. “An Exploratory Study of Early Visual Arts Education in Hong Kong.” Journal of Research in Childhood Education 32 (4): 392–403. https://doi.org/10.1080/02568543.2018.1498414.
  • Leung, S. K. Y. 2020. “Teachers’ Belief-and-Practice gap in Implementing Early Visual Arts Curriculum in Hong Kong.” Journal of Curriculum Studies, 52(6): 857–869. https://doi.org/10.1080/00220272.2020.1795271
  • Leung, S. K. Y., W. Y. Choi, and M. Yuen. 2020. “Video Art as Digital Play for Young Children.” British Journal of Educational Technology 51 (2): 531–554. https://doi.org/10.1111/bjet.12877.
  • Lincoln, Y. S., and E. G. Guba. 1985. Naturalistic Inquiry. Thousand Oaks: SAGE.
  • Little, H., and N. Sweller. 2014. “Affordances for Risk-Taking and Physical Activity in Australian Early Childhood Education Settings.” Early Childhood Education Journal 43 (4): 337–345. https://doi.org/10.1007/s10643-014-0667-0.
  • Lynch, J., and T. Redpath. 2014. “‘Smart’ Technologies in Early Years Literacy Education : A Meta-Narrative of Paradigmatic Tensions in iPad Use in an Australian Preparatory Classroom.” Journal of Early Childhood Literacy 14 (2): 147–174. https://doi.org/10.1177/1468798412453150.
  • Malone, T. W., and M. R. Lepper. 1987. “Making Learning Fun: A Taxonomy of Intrinsic Motivations for Learning.” In Aptitude Learning and Instruction. Vol 3: Conative and Affective Process Analysis, edited by R. E. Snow and M. J. Farr, 223–253. Hillsdale: Lawrence Erlbaum.
  • Manassakis, E. S. 2020. “Children’s Participation in the Organisation of a Kindergarten Classroom.” Journal of Early Childhood Research 18 (1): 18–28. https://doi.org/10.1177/1476718X19882714.
  • Marklund, L., and E. Dunkels. 2016. “Digital Play as a Means to Develop Children’s Literacy and Power in the Swedish Preschool.” Early Years 36 (3): 289–304. https://doi.org/10.1080/09575146.2016.1181608.
  • Miller, E. 2005. “Fighting Technology for Toddlers.” Education Digest 71 (3): 55–58.
  • NAEYC and Fred Rogers Center for Early Learning and Children’s Media. 2012. Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8. Washington, DC: NAEYC; Latrobe: Fred Rogers Center at St. Vincent College.
  • Neumann, M. M., and D. L. Neumann. 2014. “Touch Screen Tablets and Emergent Literacy.” Early Childhood Education Journal 42 (4): 231–239. https://doi.org/10.1007/s10643-013-0608-3.
  • Nikolopoulou, K., and V. Gialamas. 2015. “ICT and Play in Preschool: Early Childhood Teachers’ Beliefs and Confidence.” International Journal of Early Years Education 23 (4): 409–425. https://doi.org/10.1080/09669760.2015.1078727.
  • Norman, D. A. 1988. The Psychology of Everyday Things. New York: Basic Books.
  • Norman, D. A. 2013. The Design of Everyday Things: Revised and Expanded Version. Cambridge, MA: The MIT Press.
  • OECD. 2016. Trends Shaping Education 2016. Paris: OECD Publishing. https://doi.org/10.1787/trends_edu-2016-en.
  • Otterborn, A., K. Schönborn, and M. Hultén. 2019. “Surveying Preschool Teachers’ Use of Digital Tablets: General and Technology Education Related Findings.” International Journal of Technology and Design Education 29 (4): 717–737. https://link.springer.com/article/10.1007s10798-018-9469-9.
  • Palaiologou, I. 2016. “Teachers’ Dispositions Towards the Role of Digital Devices in Play-Based Pedagogy in Early Childhood Education.” Early Years 36 (3): 305–321. https://doi.org/10.1080/09575146.2016.1174816.
  • Palmér, H. 2015. “Using Tablet Computers in Preschool: How does the Design of Applications Influence Participation, Interaction and Dialogues?” International Journal of Early Years Education 23 (4): 365–381. https://doi.org/10.1080/09669760.2015.1074553.
  • Parette, H., and C. Blum. 2013. Instructional Technology in Early Childhood: Teaching in the Digital Age. Baltimore: Brookes.
  • Patton, M. Q. 2002. Qualitative Research & Evaluation Methods, 3rd ed. Thousand Oaks: SAGE.
  • Petersen, P. 2015. “That’s How Much I Can Do! Children’s Agency in Digital Tablet Activities in a Swedish Preschool Environment.” Nordic Journal of Digital Literacy 10 (3): 145–169. https://doi.org/10.18261/ISSN1891-943X-2015-03-03.
  • Plowman, L. 2015. “Researching Young Children’s Everyday Uses of Technology in the Family Home.” Open Access in Interacting with Computers 27 (1): 36–46. https://doi.org/10.1093/iwc/iwu031.
  • Pols, A. J. K. 2012. “Characterising Affordances: The Descriptions-of-Affordances-Model.” Design Studies 33 (2): 113–125. https://doi.org/10.1016/j.destud.2011.07.007.
  • Roth, W. M., C. Woszczyna, and G. Smith. 1996. “Affordances and Constraints of Computers in Science Education.” Journal of Research in Science Teaching 33 (9): 995–1017. https://doi.org/10.1002/(SICI)1098-2736(199611)33:9%3C995::AID-TEA3%3E3.0.CO;2-Q.
  • Sandberg, A., and I. P. Samuelsson. 2003. “Preschool Teachers’ Play Experiences Then and Now.” Early Childhood Research and Practice 5 (1).
  • Schriever, V. 2021. “The Impact of Digital Technologies on the Role of the Early Childhood Teacher.” In Young Children’s Rights in a Digital World: Play, Design and Practice, edited by D. Holloway, M. Willson, K. Murcia, et al. Cham: Springer International Publishing.
  • Shenton, A. K. 2004. “Strategies for Ensuring Trustworthiness in Qualitative Research Projects.” Education for Information 22: 63–75. https://doi.org/10.3233/EFI-2004-22201.
  • Smith, W. R., R. Moore, N. Cosco, J. Wesoloski, T. Danninger, D. S. Ward, S. G. Trost, and N. Ries. 2016. “Increasing Physical Activity in Childcare Outdoor Learning Environments: The Effect of Setting Adjacency Relative to Other Built Environment and Social Factors.” Environment and Behavior 48 (4): 550–578. https://doi.org/10.1177/0013916514551048.
  • Stephen C. and L. Plowman. 2014. “Digital Play.” In The SAGE Handbook of Play and Learning in Early Childhood, edited by L. Brooker, M. Blaise, and S. Edwards, 330–341. London: SAGE.
  • Terreni, L. 2011. “Interactive Whiteboards, Art and Young Children.” Computers in New Zealand Schools: Learning, Teaching and Technology 23 (1): 78–100.
  • Tondeur, J., R. Scherer, F. Siddiq, and E. Baran. 2017. “A Comprehensive Investigation of TPACK within Pre-Service Teachers’ ICT Profiles: Mind the Gap.” Australasian Journal of Educational Technology 33 (3): 46–60. https://doi.org/10.14742/ajet.3504.
  • Turbill, Jan. 2001. “A Researcher Goes to School: Using Technology in the Kindergarten Literacy Curriculum.” Journal of Early Childhood Literacy 1 (3): 255–279. https://doi.org/10.1177/14687984010013002.
  • Walan, Suanne, and Ann-Britt Enochsson. 2022. “Affordances and Obstacles When Integrating Digital Tools Into Science Teaching in Preschools.” Research in Science & Technological Education 15 (1): 1–20. https://doi.org/10.1080/02635143.2022.2116423.
  • Wang, W., D. Schmidt-Crawford, and Y. Jin. 2018. “Preservice Teachers’ TPACK Development: A Review of Literature.” Journal of Digital Learning in Teacher Education 34 (4): 234–258. https://doi.org/10.1080/21532974.2018.1498039.
  • Yelland, N. 2011. “Knowledge Building with ICT in the Early Years of Schooling.” He Kupu 2 (5): 33–44.
  • Yelland, N., and J. Masters. 2007. “Rethinking Scaffolding in the Information Age.” Computers & Education 48 (3): 362–382. https://doi.org/10.1016/j.compedu.2005.01.010.