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Augmented expressions - ICT tools for early ages

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Marta Turcsanyi-Szabo

on 19 June 2012

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Transcript of Augmented expressions - ICT tools for early ages

http://teamese.inf.elte.hu/ http://www.pitypangovoda.hu/ http://prezi.com/p22dgvloyldv/sky-high-haricot-beans-the-computer-tells-a-story/ 1984: C64 Terrapin Logo: KIDLOGO What age group do you think produced these drawings? Teacher illustrated use - children were creative users. Children realised the difference between saving drawing and saving program, to be continued. They saved named procedures for re-use... They exchanged proceedures with each other... No one believed us that we did this ourselves!!! Márta Turcsányi-Szabó & Otília Pasaréti BeeBot IWB Camera Drawing tools TeaM story editor " ... and then he meet the ..." Continuous storytelling "I am in the computer" "Any tool is a good tool!" " Puppet theatre" " BeeBot the robot." Augmenting expressions Different metaphors of production Algorithmic thinking Dynamic presentations http://www.pearltrees.com/#/N-u=1_351422&N-p=24103197&N-fa=3217859&N-f=1_3217859&N-s=1_3217859&N-reveal=2 (HU) http://www.scoop.it/t/etel (EN) http://www.nmc.org/publications/2011-horizon-report-k-12 (EN) ... T@T háló: http://tet-halo.ning.com/ (HU) ... UNESCO: http://iite.unesco.org/publications/3214673/ (EN) http://matchsz.inf.elte.hu/Dip/ Research online - Univ. Wollongong:
The affordances and limitations of computers for play in early childhood
http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1064&context=edupapers&sei-redir=1#search=%22affordances%20limitations%20computers%20play%20early%20childhood%22 In the early childhood literature, there is a concern that the push for early academic achievements, such as teaching preschoolers to read and learn mathematics and computer skills, is rapidly replacing imaginative play in young children’s lives (Alliance for Childhood, 2000). A similar situation appears to dominate the increasing market of computer software for young children: there is a strong commercial push in educational software designed to enhance basic skills of literacy and numeracy. To make the educational content of these software packages more attractive for children, designers use a play oriented manner, often equating play with fun only, thereby diminishing the potential developmental value of such software in enhancing children’s generic, higher order cognitive skills.
By the same token, there may be underestimation of the potential developmental value of computer play designed for the purposes of children’s recreation and entertainment. One of the most important and powerful impacts of play on young children’s cognition is the
development of mental images and symbolic representations which lay the foundation for the
development of children’s abstract thinking. The pretend situation of a child’s play creates an
imaginative dimension in which he or she uses symbols and signs to substitute for objects and acts.
Separation of the meaning from the object promotes the development of abstract ideas and abstract, verbal thinking. Since most software programs provide meticulously detailed and realistic representations of objects and landscapes, imaginative substitution of things and actions is generally neither encouraged nor possible for young players. A significant lack of such development opportunities in most software may undermine the wisdom of allowing very young children to spend many hours on computers in the belief that such activity facilitates cognitive development. 2009 Computers for kindergarten children (HU)
http://www.ofi.hu/tudastar/turcsanyine-szabo-marta "Digital Literacy is less about tools
and more about thinking." UNESCO Media and Information Literacy Curriculum for Teachers: http://portal.unesco.org/ci/en/ev.php-URL_ID=31461&URL_DO=DO_TOPIC&URL_SECTION=201.html Media Literacies course material
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