Leading engagement and learning in, out and between digital and non-digital interactions

Book chapter

Scollan, A. and Farini, F. 2024. Leading engagement and learning in, out and between digital and non-digital interactions. in: Guarcello, E. and Longo, A. (ed.) School children and the challenge of managing AI technologies: fostering a critical relationship through aesthetic experiences London, UK Taylor & Francis (Routledge).
Chapter titleLeading engagement and learning in, out and between digital and non-digital interactions
AuthorsScollan, A. and Farini, F.
Abstract

A rich tradition of pedagogical and psychological research has explored the impact of technology on the cognitive and social development of the child. However, little research has focused on the implications of the use of digital technologies in educational settings for children’s agency. How do pedagogical practices in two Primary Schools support young children’s engagement and management of Artificial Intelligence? This chapter presents hybrid-transitions as a theoretical tool to conceptualise transitions between digital and non-digital engagement as spaces at the intersection between young children’s agency and the network of relationships and expectations constituting the context of children’s action. Hybrid-transitions refer to a child’s movement from immersion in digitally enhanced experiences generated by educational technologies to non-digitally mediated interactions with peers or adults. This chapter argues, with the support of examples, that during hybrid-transitions digital experiences are shared via personal narratives linking ideas, experiences and emotions. Framed within dialogic pedagogy, individual narratives are “interlaced” in co-constructed group narratives authored by the children through face-to-face interactions

KeywordsAI; Early Childhood Education; Agency; Self-determination; Children's Rights; Language Learning
Sustainable Development Goals4 Quality education
Middlesex University ThemeHealth & Wellbeing
Sustainability
Research GroupCentre for Educational Research and Scholarship
Book titleSchool children and the challenge of managing AI technologies: fostering a critical relationship through aesthetic experiences
EditorsGuarcello, E. and Longo, A.
PublisherTaylor & Francis (Routledge)
Place of publicationLondon, UK
ISBN
Electronic9781032694283
Hardcover9781032678092
Publication dates
Print14 Jun 2024
Publication process dates
Accepted15 Jan 2024
Deposited04 Jun 2024
Output statusPublished
Publisher's version
File Access Level
Restricted
Digital Object Identifier (DOI)https://doi.org/10.4324/9781032694283-6
Related Output
Is part ofhttps://doi.org/10.4324/9781032694283
LanguageEnglish
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Scollan, A. 2009. Academic and vocational progression routes for early years practitioners working towards 'Early Years Professional Status' (EYPS). Extended Services and Early Years Conference. London Borough of Sutton
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Scollan, A. 2013. 'Community of practice'. Practice based research in organisations, communities of practice and stakeholders in educational and other professional settings. Community of Practice Poster Conference. Middlesex University
A reflection to identify and develop professional skills of early years practitioners advocating children's rights within their practice
Scollan, A. 2013. A reflection to identify and develop professional skills of early years practitioners advocating children's rights within their practice. 23rd EECERA Conference: Values, Culture & Contexts. Tallin University, Estonia Aug 2013
Knowledge transfer and continuous professional development - complexities & challenges
Scollan, A. and Allen, S. 2014. Knowledge transfer and continuous professional development - complexities & challenges. Middlesex University Conference 2014. London
Professional training in the early years sector: managing the complexities of policy and practice
Scollan, A. and Allen, S. 2014. Professional training in the early years sector: managing the complexities of policy and practice. International Conference: A Child's World – Next Steps. Aberystwyth University, Aberystwyth, Wales, UK 25 - 27 Jun 2014
Exploring professionals' perceptions of effective provision for two year old children in England
Scollan, A. and Allen, S. 2014. Exploring professionals' perceptions of effective provision for two year old children in England. 24th European Early Childhood Education Research Association (EECERA) Conference - ‘Us, Them & Me: Universal, Targeted or Individuated Early Childhood Programmes'. Crete, Greece
Supporting early years practitioners to manage the complexities of policy change
Allen, S. and Scollan, A. 2013. Supporting early years practitioners to manage the complexities of policy change. University of Chichester Learning and Teaching Conference 2013. Chichester, UK 11 Jun 2013
Investigating the experiences of early years practitioners to manage the complexities of policy change in times of economic recession
Allen, S. and Scollan, A. 2013. Investigating the experiences of early years practitioners to manage the complexities of policy change in times of economic recession. 23rd EECERA Conference: Values, Cultures & Contexts. Tallin University, Estonia 28 - 31 Aug 2013