Young Children's Exploration of Semiotic Resources during Unofficial Computer Activities in the Classroom
Journal of Early Childhood Literacy Volume 10, Number 3, ISSN 1468-7984
The article describes and discusses the learning potential of unofficial techno-literacy activities in the classroom with regards to Swedish 7-8-year-olds' exploration of semiotic resources when interacting with computers. In classroom contexts where every child works with his or her own computer, such activities tend to take up a substantial amount of time. The children have access to a wide range of sites and programs and show an interest in discovering these resources. The article thus explores a previously often neglected site for learning, located in the official classroom context but involving self-chosen activities with contemporary technology. In terms of theory and methodology, social semiotic ethnography is introduced into the field of young children's techno-literacies. It is illustrated how a social semiotic approach allows for a more detailed analysis of the semiotic resources, whereas ethnographic data are necessary for an understanding of how such resources are put to use. (Contains 3 notes, 2 tables, and 9 figures.)
Bjorkvall, A. & Engblom, C. (2010). Young Children's Exploration of Semiotic Resources during Unofficial Computer Activities in the Classroom. Journal of Early Childhood Literacy, 10(3), 271-293.
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The Effectiveness of Integrating Interactive Technology in Reading Comprehension: A Case Study of Jamaica’s Grade SchoolNew Article
Ngozi IYARE, Julia James & Tom Amonde
Journal of Information Technology Education: Research Vol. 17, No. 1 (Jan 08, 2018) pp. 227–246
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