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Using tablets in free play: The implementation of the digital play framework in Greece.

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Title: Using tablets in free play: The implementation of the digital play framework in Greece.
Authors: Hatzigianni, Maria maria.hatzigianni@mq.edu.au, Gregoriadis, Athanasios, Karagiorgou, Ioanna, Chatzigeorgiadou, Sofia
Source: British Journal of Educational Technology. Sep2018, Vol. 49 Issue 5, p928-942. 15p. 10 Color Photographs, 4 Charts.
Subject Terms: *Tablet computers in education, *Educational technology, *Kindergarten, *Early childhood education, Touch screens
Geographic Terms: Greece
Abstract: Abstract: The use of tablets in a Greek kindergarten class (16 children aged 4–5) under the digital play framework (Bird & Edwards, 2015) is explored in this study. The Vygotskian framework was adapted with permission in the Greek language and socio‐cultural context. The aim was to understand children's use of new, touchscreen technologies, but also to identify a useful way to observe the progression of that engagement. The project lasted for 4 months and children were observed ten times (written and video recorded observations). Children were observed in pairs or small groups during their free play with the tablets. Findings suggest that the adapted framework was particularly helpful, when observing children, but could benefit from more flexibility and a less linear structure. Children went through the different stages of the framework using social scaffolding as their most dynamic strategy. This study is significant as it reports on an underexplored context going through a range of social and political transformations (Greece), but also because it provides further insights on how to more efficiently document and assess children's play with technology. [ABSTRACT FROM AUTHOR]
Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Using tablets in free play: The implementation of the digital play framework in Greece.
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  Data: <searchLink fieldCode="AR" term="%22Hatzigianni%2C+Maria%22">Hatzigianni, Maria</searchLink><i> maria.hatzigianni@mq.edu.au</i><br /><searchLink fieldCode="AR" term="%22Gregoriadis%2C+Athanasios%22">Gregoriadis, Athanasios</searchLink><br /><searchLink fieldCode="AR" term="%22Karagiorgou%2C+Ioanna%22">Karagiorgou, Ioanna</searchLink><br /><searchLink fieldCode="AR" term="%22Chatzigeorgiadou%2C+Sofia%22">Chatzigeorgiadou, Sofia</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Educational+Technology%22">British Journal of Educational Technology</searchLink>. Sep2018, Vol. 49 Issue 5, p928-942. 15p. 10 Color Photographs, 4 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Tablet+computers+in+education%22">Tablet computers in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br /><searchLink fieldCode="DE" term="%22Touch+screens%22">Touch screens</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Greece%22">Greece</searchLink>
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  Data: Abstract: The use of tablets in a Greek kindergarten class (16 children aged 4–5) under the digital play framework (Bird & Edwards, 2015) is explored in this study. The Vygotskian framework was adapted with permission in the Greek language and socio‐cultural context. The aim was to understand children's use of new, touchscreen technologies, but also to identify a useful way to observe the progression of that engagement. The project lasted for 4 months and children were observed ten times (written and video recorded observations). Children were observed in pairs or small groups during their free play with the tablets. Findings suggest that the adapted framework was particularly helpful, when observing children, but could benefit from more flexibility and a less linear structure. Children went through the different stages of the framework using social scaffolding as their most dynamic strategy. This study is significant as it reports on an underexplored context going through a range of social and political transformations (Greece), but also because it provides further insights on how to more efficiently document and assess children's play with technology. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/bjet.12620
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        Text: English
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      – SubjectFull: Kindergarten
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      – SubjectFull: Early childhood education
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            NameFull: Chatzigeorgiadou, Sofia
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              M: 09
              Text: Sep2018
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              Y: 2018
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