Tablet Computers in Early Science Education: Enriching Teacher–Child Interactions.
Saved in:
| Title: | Tablet Computers in Early Science Education: Enriching Teacher–Child Interactions. |
|---|---|
| Authors: | Studhalter, Ueli Thomas1 (AUTHOR) ueli.studhalter@phlu.ch, Jossen, Priska1 (AUTHOR), Seeli, Marco1 (AUTHOR), Tettenborn, Annette1 (AUTHOR) |
| Source: | Early Childhood Education Journal. Oct2025, Vol. 53 Issue 7, p2531-2545. 15p. |
| Subject Terms: | *Science education, *Cognitive development, *Digital media, *Active learning, *Educational technology, *Teacher-student communication, *Social development, Tablet computers |
| Abstract: | Engaging in vivid conversations is crucial for the social and cognitive development of young children and for building their understanding of science phenomena. In this regard, educators play a pivotal role in shaping interactions with learners by providing adequate scaffolds to promote sustained shared thinking. Tablet computers are considered to have substantial potential for supporting learning, particularly in enriching communication and collaboration, as well as in making science phenomena more accessible. However, there are concerns that increased screen time may lead to social isolation. To address this situation, the present multiple-case study explores the impact of using tablet computers' video functionality on the quality of teacher–child interactions during a specific play-based learning scenario in the domain of science. The investigation, which employed a mixed-method approach, followed two individual teachers separately during 24 lessons each in a videographic setup and isolated 200 science content-relevant interaction episodes. These episodes were coded according to their interaction quality in an inter-rater agreement procedure using MAXQDA. High-quality interactions were defined as those episodes involving a deep, prolonged, intellectual and content-specific exchange between the teacher and at least one child, based on both teacher and children playing their active roles in the participation of the talk. The results indicated that using tablets in the specific play scenario under investigation was associated with teacher–child interactions of longer duration, variable scaffold quality among teachers, and increased verbal engagement from children. These results counter the concerns that the use of digital media might lead to screen-based isolation and suggest that tablet computers can be harnessed for valuable educational interactions. [ABSTRACT FROM AUTHOR] |
| Copyright of Early Childhood Education Journal is the property of Springer Nature 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 |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Text: Availability: 1 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 187863978 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Tablet Computers in Early Science Education: Enriching Teacher–Child Interactions. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Studhalter%2C+Ueli+Thomas%22">Studhalter, Ueli Thomas</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> ueli.studhalter@phlu.ch</i><br /><searchLink fieldCode="AR" term="%22Jossen%2C+Priska%22">Jossen, Priska</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Seeli%2C+Marco%22">Seeli, Marco</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Tettenborn%2C+Annette%22">Tettenborn, Annette</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Early+Childhood+Education+Journal%22">Early Childhood Education Journal</searchLink>. Oct2025, Vol. 53 Issue 7, p2531-2545. 15p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+development%22">Cognitive development</searchLink><br />*<searchLink fieldCode="DE" term="%22Digital+media%22">Digital media</searchLink><br />*<searchLink fieldCode="DE" term="%22Active+learning%22">Active learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher-student+communication%22">Teacher-student communication</searchLink><br />*<searchLink fieldCode="DE" term="%22Social+development%22">Social development</searchLink><br /><searchLink fieldCode="DE" term="%22Tablet+computers%22">Tablet computers</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Engaging in vivid conversations is crucial for the social and cognitive development of young children and for building their understanding of science phenomena. In this regard, educators play a pivotal role in shaping interactions with learners by providing adequate scaffolds to promote sustained shared thinking. Tablet computers are considered to have substantial potential for supporting learning, particularly in enriching communication and collaboration, as well as in making science phenomena more accessible. However, there are concerns that increased screen time may lead to social isolation. To address this situation, the present multiple-case study explores the impact of using tablet computers' video functionality on the quality of teacher–child interactions during a specific play-based learning scenario in the domain of science. The investigation, which employed a mixed-method approach, followed two individual teachers separately during 24 lessons each in a videographic setup and isolated 200 science content-relevant interaction episodes. These episodes were coded according to their interaction quality in an inter-rater agreement procedure using MAXQDA. High-quality interactions were defined as those episodes involving a deep, prolonged, intellectual and content-specific exchange between the teacher and at least one child, based on both teacher and children playing their active roles in the participation of the talk. The results indicated that using tablets in the specific play scenario under investigation was associated with teacher–child interactions of longer duration, variable scaffold quality among teachers, and increased verbal engagement from children. These results counter the concerns that the use of digital media might lead to screen-based isolation and suggest that tablet computers can be harnessed for valuable educational interactions. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature 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.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=187863978 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10643-024-01766-x Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 2531 Subjects: – SubjectFull: Science education Type: general – SubjectFull: Cognitive development Type: general – SubjectFull: Digital media Type: general – SubjectFull: Active learning Type: general – SubjectFull: Educational technology Type: general – SubjectFull: Teacher-student communication Type: general – SubjectFull: Social development Type: general – SubjectFull: Tablet computers Type: general Titles: – TitleFull: Tablet Computers in Early Science Education: Enriching Teacher–Child Interactions. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Studhalter, Ueli Thomas – PersonEntity: Name: NameFull: Jossen, Priska – PersonEntity: Name: NameFull: Seeli, Marco – PersonEntity: Name: NameFull: Tettenborn, Annette IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 10823301 Numbering: – Type: volume Value: 53 – Type: issue Value: 7 Titles: – TitleFull: Early Childhood Education Journal Type: main |
| ResultId | 1 |
