幼儿在iPad上画画与论文:不同的符号资源如何塑造协作创造力

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH
M. Sakr
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引用次数: 2

摘要

促进儿童之间的协作创造力包括提供支持协作和创造性互动的物质资源。iPad等平板电脑的流行观点表明,它们更适合单独玩游戏或看视频,而不是协作式开放式任务。我通过社会符号学的视角进一步探索这一点,应用“符号资源”和“可供性”的概念,对平板电脑在儿童合作创造力方面所能提供的东西有更细致的理解。通过这个镜头,我比较了六对5-6岁的孩子在纸上或iPad上完成的协作绘画任务的观察结果。我对孩子们在25集(15台iPad,10张纸)中的对话和他们41幅画(23台iPad,18张纸)的视觉维度进行了主题分析,并提出了三个交织的主题:1)对空间的态度,2)线条的动量和3)表现的途径。对于每一个主题,我都会探讨iPad和/或特定应用程序的启示是如何融入绘画过程的这些方面的,以及这对孩子们合作创造力的影响。分析表明,在iPad上画画比在纸上画画反应更灵敏,不太受个人规划的影响。我认为,这种差异是由触摸屏界面等物理特性形成的,但也是作为一种“自我表达”形式在纸上绘画的文化投资的结果,这种概念旨在限制对资源的探索和合作。由于参与者在iPad上画画时明显对共同探索新想法持开放态度,我认为我们需要重新评估触摸屏平板电脑的潜力,以支持教育背景下的合作创造力任务。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Young Children Drawing Together on the iPad Versus Paper: How Collaborative Creativity is Shaped by Different Semiotic Resources
Facilitating collaborative creativity among children involves offering material resources that support collaborative and creative interactions. Popular views of tablets, such as the iPad, suggest that they are better suited to solitary game-playing or video-watching than to collaborative open-ended tasks. I explore this further through a social semiotic lens, applying the concepts of ‘semiotic resources’ and ‘affordances’ to develop a more nuanced understanding of what tablets have to offer in relation to children’s collaborative creativity. Through this lens, I compare observations of six pairs of 5-6 year old children engaged in a collaborative drawing task completed either on paper or on the iPad. I apply a thematic analysis to the children’s dialogue across 25 episodes (15 iPad, 10 paper) and the visual dimensions of their 41 drawings (23 iPad, 18 paper), and develop three interwoven themes: 1) attitudes to space, 2) momentum of the line and 3) pathways to representation. For each of these themes, I explore how the affordances of the iPad and/or the particular app feed into these aspects of the drawing process and the implications of this for children’s collaborative creativity. The analysis suggests that drawing on the iPad can be more responsive and less subject to personal planning than drawing on paper. I suggest that this difference is shaped by physical properties such as the touch-screen interface, but also emerges as a result of the cultural investment in drawing on paper as a form of ‘self-expression’, a notion that works to limit exploratory and collaborative engagement with the resources. Since participants were noticeably open to exploring new ideas together while drawing on the iPad, I argue that we need to reassess the potentials of touch-screen tablets to support tasks of collaborative creativity in educational contexts.
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来源期刊
International Journal of Education and the Arts
International Journal of Education and the Arts EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.30
自引率
16.70%
发文量
0
审稿时长
12 weeks
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