Treading softly in the enchanted forest: exploring the integration of iPads in a participatory theatre education programme

References

• Anderson, M., Carroll, D., & Cameron, D. (2009). Introduction. In M. Anderson, D. Carroll, & D. Cameron (Eds.), Drama education with digital technology (pp. 1–5). London: Continuum.
   Google Scholar
• Anderson, M., & Cameron, D. (2015). Drama and learning technologies: To affinity spaces and beyond. In M. Anderson & J. Dunn (Eds.), How drama activates learning: Contemporary research and practice (pp. 226–244). Bloomsbury: London.
   Google Scholar
• Arts Council England (ACE). (2017). Creative media policy for Arts Council England. Retrieved from http://www.artscouncil.org.uk/how-we-make-impact/creative-media
   Google Scholar
• Boyd, M. P., Christopher, J. J., & Edmiston, B. (2018). Building bridges: Coauthoring a class handshake, building a classroom community. Pedagogies: An International Journal. doi:10.1080/1554480X.2018.1437731
   Web of Science ®Google Scholar
• Burn, A., & Durran, J. (2006). Digital anatomies: Analysis as production in media education. In D. Buckingham & R. Willett (Eds.), Digital generations: Children, young people and new media (pp. 273–294). New York, NY: Routledge.
   Google Scholar
• Burnett, C. (2014). Investigating pupils’ interactions around digital texts: A spatial perspective on the ‘classroom-ness’ of digital literacy practices in schools. Educational Review, 66(2), 192–209.
   Web of Science ®Google Scholar
• Burnett, C. (2015). Being together in classrooms at the interface of the physical and virtual: Implications for collaboration in on/off screen sites. Learning, Media and Technology, 41(4), 566–589.
   Google Scholar
• Burnett, C. & Merchant, G. (2017). Assembling the virtual. In Parry, R., Burnett, C. & Merchant, G. (Eds.). Literacy, Media and Technology: Past, Present and Future (pp. 219–231). London: Bloomsbury.
   Google Scholar
• Burnett, C., & Merchant, G. (2018). Literacy-as-event: Accounting for relationality in literacy research. Discourse: Studies in the Cultural Politics of Education. (Online First). https://www.tandfonline.com/doi/full/10.1080/01596306.2018.1460318
   PubMed Web of Science ®Google Scholar
• Burnett, C., Merchant, G., Parry, B., & Storey, V. (2018a). Conceptualising digital technology integration in participatory theatre from a sociomaterialist perspective: Ways forward for research. Research Papers in Education, 34(6): 680–700.
   Google Scholar
• Burnett, C., Parry, R., Storey, V., Clarke, C., McLauglin, P., & Merchant, G. (2018b). Enchanted iPads. English 4-11. Autumn 2018, 64, 11–14.
   Google Scholar
• Carroll, J., & Cameron, D. (2003). To the spice islands. Melbourne: In DAC.
   Google Scholar
• Davis, D. (2014). Imagining the real: Towards a new theory of drama in education. London: Institute of Education Press.
   Google Scholar
• Davis, S. (2011). Digital drama—Toolkits, dilemmas, and preferences. Youth Theatre Journal, 25(2), 103–119.
   Google Scholar
• Davis, S. (2012). Liveness, mediation and immediacy – Innovative technology use in process and performance. Research in Drama Education: the Journal of Applied Theatre and Performance, 17(4), 501–516.
   Web of Science ®Google Scholar
• Dezuanni, M. (2015). The building blocks of digital media literacy: Sociomaterial participation and the production of media knowledge. Journal of Curriculum Studies, 47(3), 416–439.
   Web of Science ®Google Scholar
• Dezuanni, M., Dooley, K., Gattenhof, S., & Knight, L. (2017). iPads in the early years: Developing literacy and creativity. London: Routledge.
   Google Scholar
• Gee, J., & Hayes, E. (2012). Nurturing affinity spaces and game-based learning. In C. Steinkuehler, K. Squire, & S. Barab (Eds.), Games, learning, and society: Learning and meaning in the digital age (pp. 129–153). Cambridge: Cambridge University Press.
   Google Scholar
• González, N., Moll, L. C., & Amanti, C. (Eds.). (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Heathcote, D., Bolton, G., & O’Neill, C. (1995). Drama for learning: Dorothy Heathcote’s mantle of the expert approach to education. London: Person Education.
   Google Scholar
• Higgins, S., Xiao, Z., & Katsipataki, M. (2012). The impact of digital technology on learning: A summary for the Education Endowment Foundation. London: Education Endowment Foundation. Retrieved from http://bit.ly/10xRmZ4
   Google Scholar
• Jackson, A. (2007). Theatre, education and the making of meanings: Art or instrument. Manchester: Manchester University Press.
   Google Scholar
• Jenkins, H., Clinton, K., Purushotma, R., Robinson, A. J., & Weigel, M. (2006). Confronting the challenges of participatory culture: Media education for the 21st century. Chicago, IL: MacArthur Foundation.
   Google Scholar
• Law, J., & Mol, A. (2008). The actor-enacted: Cumbrian sheep. In C. Knappett & L. Malafouris (Eds.), Material agency (pp. 57–88). New York, NY: Springer.
   Google Scholar
• Law, J. (2011). Assembling the baroque. CRESC Working Paper: 109. Retrieved from http://hummedia.manchester.ac.uk/institutes/cresc/workingpapers/wp109.pdf
   Google Scholar
• Luckin, R., Bligh, B., Manches, A., Ainsworth, S., Crook, C., & Noss, R. (2012). Decoding learning: The proof, promise and potential of digital education. London: Nesta.
   Google Scholar
• Mol, A. (2002). The body multiple: Ontology in medical practice. Durham, NC: Duke University Press.
   Google Scholar
• Neelands, J. (2009). Acting together: Ensemble as a democratic process in art and life. Research in Drama Education, 14(2), 173–189.
   Google Scholar
• O’Mara, J. (2012). Process drama and digital games as text and action in virtual worlds: Developing new literacies in school. Research in Drama Education, 17(4), 517–534.
   Google Scholar
• O’Toole, J. (2009). 'Drama as Pedagogy’ in J. O’Toole, J., M. Stinson, & T. Moore, T. (eds.) Drama and the Curriculum: A Giant at the Door. Dordrecht: Springer.
   Google Scholar
• Parry, B. (2014). Popular culture, participation and progression in the literacy classroom. Literacy, 48(1), 14–22.
   Google Scholar
• Potter, J. P., & Bryer, T. (2017). ‘Finger flowment’ and moving image language: Learning filmmaking with tablet devices. In B. Parry, C. Burnett, & G. Merchant (Eds.), Literacy, media, technology: Past, present and future (pp. 111–128). London: Bloomsbury.
   Google Scholar
• Schleicher, A. (2015). Students, computers and learning: Making the connection. PISA: OECD Publishing.
   Google Scholar
• Selwyn, N. (2016). Is technology good for education? Cambridge: Polity Press.
   Google Scholar
• Stenhouse, R. (1978). Case study and case records: Towards a contemporary history of education. British Educational Research Journal, 4(2), 21–39.
   Google Scholar
• Storey, V. (forthcoming). The practice and pedagogies of Imaginary Communities: A dramatic story-making process in the primary school classroom. PhD. The University of Manchester.
   Google Scholar
• Sutton, P. (2012). Shaping networked theatre: Experience architectures, behaviours and creative pedagogies. Research in Drama Education, 17(4), 603–616.
   Google Scholar
• Thomson, P., Hall, C., Jones, K., & Sefton-Green, J. (2012). The signature pedagogies project: Final report. Newcastle: CCE.
   Google Scholar
• Winters, K., & Code, M. (2017). Imperfect/I’m perfect: Bodies/embodiment in post-secondary and elementary settings. Pedagogies: An International Journal, 12(1), 108–129.
   Web of Science ®Google Scholar
• Wooster, R. (2016). Theatre in education: It’s a critical time for critical thinking. Praxis, 3, 13–24.
   Google Scholar
• Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). London: Sage.
   Google Scholar