Secondly, we asked how a specific interactive, touchscreen feature might positively contribute to third graders' writing samples. The first aim of this study, therefore, is to understand how multimodality and technology can work together to support young people's reading and writing. Guided by Vygotsky's notion of co‐construction and aspects of the New London Group's multiliteracies framework, we built an original multimodal tablet tool and examined how 51 third graders in Costa Rica used it to co‐construct and design meaning in a reading‐to‐writing activity. To date, few studies have examined how touchscreen devices may influence primary school students' reading and writing practices. Many researchers and educators believe that reading and writing instruction needs to change in order to reflect the multimodal, technological, interactive nature of communication today. These arrangements of media use are analysed through a conceptual lens of digital dexterity, which locates children’s capacities to use mobile media interfaces and digital products not simply in terms of physical skills or developmental capacities, but importantly, through the design and affordances of mobile technologies and touch-based interfaces, cultures of interactive play and digital parenting, and economies of digital platforms and technology product design. Moving across these interconnected sites, this book explores how young children are currently configured as consumers, users, and subjects of mobile media technologies. The chapters draw on research that extends from the household to social media platforms and public spaces. The book provides a critical and collective perspective on the ways young children’s mobile media culture is currently being reshaped. This book investigates young children’s everyday digital practices, embodied digital play, and digital media products – such as mobile applications, digital games, and software tools. Limitations of the existing literature are discussed, and a strong case is made for further research in the area, particularly that which builds on learning theory and existing qualitative research. No evidence was found for an impact of text-relevant hotspots. Real-time conversation prompts improved the quality and quantity of adult-child talk, and AR supported language learning ostensibly via increased motivation. Inbuilt narration had a positive impact on story comprehension and word learning compared to reading alone but not shared reading with an adult. Of the 1,081 studies screened, 11 studies were identified, which examined four features of mobile touchscreen applications: inbuilt narration, real-time conversation prompts, augmented reality (AR), and hotspots. Experimental studies published from 2010 onwards with children aged 3 to 11 years old were included. This systematic review synthesizes the evidence on the impact of features of mobile applications on children’s language learning. Mobile touchscreen applications present new opportunities for children’s language learning.
0 Comments
Leave a Reply. |
Details
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |