TY - JOUR
T1 - Digitally amplified practices
T2 - beyond binaries and towards a profile of multiple digital coadjuvants
AU - Fleer, Marilyn
PY - 2019/7/3
Y1 - 2019/7/3
N2 - To examine the agentic conditions afforded through the use of digital tools in play-based settings, the Vygotskian (1997a, 1997b) concept of imitation was used to study the pedagogical practices of two teachers over two years (Group 1: 3–5.8 years, mean 4.5 years; Group 2: 4.7–6.7, mean 4.5). Rather than a static view of digital technology, where screen time acts as a proxy for understanding the child’s experience, this study found a complex profile of practices where digital tool use could not be separated from the existing preschool program. It is argued that these digitally amplified practices, named as coadjuvants, support children’s development.
AB - To examine the agentic conditions afforded through the use of digital tools in play-based settings, the Vygotskian (1997a, 1997b) concept of imitation was used to study the pedagogical practices of two teachers over two years (Group 1: 3–5.8 years, mean 4.5 years; Group 2: 4.7–6.7, mean 4.5). Rather than a static view of digital technology, where screen time acts as a proxy for understanding the child’s experience, this study found a complex profile of practices where digital tool use could not be separated from the existing preschool program. It is argued that these digitally amplified practices, named as coadjuvants, support children’s development.
UR - http://www.scopus.com/inward/record.url?scp=85073483333&partnerID=8YFLogxK
U2 - 10.1080/10749039.2019.1646289
DO - 10.1080/10749039.2019.1646289
M3 - Article
AN - SCOPUS:85073483333
VL - 26
SP - 207
EP - 220
JO - Mind, Culture, and Activity
JF - Mind, Culture, and Activity
SN - 1074-9039
IS - 3
ER -