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Spelet runt datorn: Datoranvändande som meningsskapande praktik i förskolan.

Ljung-Djärf, Agneta LU (2004) In MALMÖ STUDIES IN EDUCATIONAL SCIENCES
Abstract (Swedish)
Popular Abstract in Swedish

Under senare år har datorn kommit att bli ett vanligt inslag i förskolans dagliga verksamhet. Visioner och planer har formulerats, inte minst politiskt. Det har sedan varit upp till pedagogerna att organisera och genomföra datoranvändandet i den lokala förskolevardagen. Avhandlingens övergripande syfte är att studera datoranvändandets praktik i förskolan. Avsikten är därmed att lyfta fram aspekter av och diskutera det meningsskapande som erbjuds när datorn används i förskolan. Undersökningen är genomförd i tre förskoleavdelningar med barn mellan tre och sex år. Vid undersökningens genomförande hade varje avdelning tillgång till en dator. Det empiriska materialet består av cirka 13 timmars... (More)
Popular Abstract in Swedish

Under senare år har datorn kommit att bli ett vanligt inslag i förskolans dagliga verksamhet. Visioner och planer har formulerats, inte minst politiskt. Det har sedan varit upp till pedagogerna att organisera och genomföra datoranvändandet i den lokala förskolevardagen. Avhandlingens övergripande syfte är att studera datoranvändandets praktik i förskolan. Avsikten är därmed att lyfta fram aspekter av och diskutera det meningsskapande som erbjuds när datorn används i förskolan. Undersökningen är genomförd i tre förskoleavdelningar med barn mellan tre och sex år. Vid undersökningens genomförande hade varje avdelning tillgång till en dator. Det empiriska materialet består av cirka 13 timmars videodokumenterade observationer kompletterat av löpande anteckningar av samma händelser; nio intervjuer med pedagogerna och 38 intervjuer med barnen. Resultaten är strukturerade och presenterat i tre artiklar. Den generella bilden av pedagogernas sätt att hantera datoranvändandet beskrivs med två huvudfokus; dels som konstituerat i mötet mellan övergripande IT-visioner och förskolans vardagsarbete och dels som grundat i den diskursiva praktikens dominerande rationaliteter. Resultatet visar att datorn är en sak att leka med under den fria lekens tid. Därutöver framkommer variationer i pedagogernas sätt att förhålla sig till området. Tre olika lärmiljöer benämnda skyddande, stödjande respektive vägledande beskrivs i studien. Vad barnen möter inom ramen för dessa miljöer är tre delvis ”olika” datorer. Därmed erbjuds olika möjligheter när det gäller såväl tillgången till datorn, som innehållet i och omfattningen av kollektiv kunskap distribuerad i praktiken. (Less)
Abstract
The purpose of this thesis is to study the computer using practice within pre-school activity, or more specifically, to study aspects of meaning-making as afforded when the computer is in use in pre-school. In the study a socio-cultural perspective is used as the point of departure combined with an Ecological approach to visual perception and Positioning theory. Data was collected in three pre-school units with children from 3-6 years of age. At the time of the study each unit had access to one computer. The data consists of approximately 13 hours of video-documented observations supplemented by additional field notes of the same events; nine interviews with the teachers and 38 interviews with the children. The result is structured and... (More)
The purpose of this thesis is to study the computer using practice within pre-school activity, or more specifically, to study aspects of meaning-making as afforded when the computer is in use in pre-school. In the study a socio-cultural perspective is used as the point of departure combined with an Ecological approach to visual perception and Positioning theory. Data was collected in three pre-school units with children from 3-6 years of age. At the time of the study each unit had access to one computer. The data consists of approximately 13 hours of video-documented observations supplemented by additional field notes of the same events; nine interviews with the teachers and 38 interviews with the children. The result is structured and presented in three articles. The study sheds light on the situated valuation, which is ongoing within an institutional practice such as pre-school. The general picture of the teachers’ ways of handling the computer use is described with two main focuses: first, as constituted in the meeting between political visions and every day practice and second, as grounded in the rationality dominating within the discursive practice. In conclusion, it is argued that the dominating rationalities constitute three different meaning shaping practices, in the study labelled as protective, supporting and guiding. These environments do afford quite different possibilities when it comes to getting access to learning about as well as by the computer. (Less)
Please use this url to cite or link to this publication:
author
opponent
  • Professor Johansson, Henning
organization
alternative title
Play around the computer: Computer use as meaning-shaping practice in pre-school.
publishing date
type
Thesis
publication status
published
subject
keywords
computer-use, discursive practice., Datorstödd undervisning, Computer-assisted education, Pedagogy, pre-school
in
MALMÖ STUDIES IN EDUCATIONAL SCIENCES
pages
189 pages
publisher
Lärarutbildningen, Malmö högskola
defense location
Högskolan Kristianstad, Aulan 7-318
defense date
2004-06-01 10:15
external identifiers
  • other:ISRN: LUSDAG/(SAPP1100)1-189(2004)
ISSN
1651-4513
ISBN
91-85042-09-9
language
Swedish
LU publication?
yes
id
7ac00a35-c589-4fbe-acf3-a53587c406d2 (old id 467100)
date added to LUP
2007-09-10 15:58:57
date last changed
2016-09-19 08:44:58
@phdthesis{7ac00a35-c589-4fbe-acf3-a53587c406d2,
  abstract     = {The purpose of this thesis is to study the computer using practice within pre-school activity, or more specifically, to study aspects of meaning-making as afforded when the computer is in use in pre-school. In the study a socio-cultural perspective is used as the point of departure combined with an Ecological approach to visual perception and Positioning theory. Data was collected in three pre-school units with children from 3-6 years of age. At the time of the study each unit had access to one computer. The data consists of approximately 13 hours of video-documented observations supplemented by additional field notes of the same events; nine interviews with the teachers and 38 interviews with the children. The result is structured and presented in three articles. The study sheds light on the situated valuation, which is ongoing within an institutional practice such as pre-school. The general picture of the teachers’ ways of handling the computer use is described with two main focuses: first, as constituted in the meeting between political visions and every day practice and second, as grounded in the rationality dominating within the discursive practice. In conclusion, it is argued that the dominating rationalities constitute three different meaning shaping practices, in the study labelled as protective, supporting and guiding. These environments do afford quite different possibilities when it comes to getting access to learning about as well as by the computer.},
  author       = {Ljung-Djärf, Agneta},
  isbn         = {91-85042-09-9},
  issn         = {1651-4513},
  keyword      = {computer-use,discursive practice.,Datorstödd undervisning,Computer-assisted education,Pedagogy,pre-school},
  language     = {swe},
  pages        = {189},
  publisher    = {Lärarutbildningen, Malmö högskola},
  school       = {Lund University},
  series       = {MALMÖ STUDIES IN EDUCATIONAL SCIENCES},
  title        = {Spelet runt datorn: Datoranvändande som meningsskapande praktik i förskolan.},
  year         = {2004},
}