How talk and interaction unfold in a digitally enabled preschool classroom
Theobald, Maryanne Agnes, Danby, Susan J., Davidson, Christina, Houen, Sandra, Scriven, Brooke, & Thorpe, Karen J. (2016) How talk and interaction unfold in a digitally enabled preschool classroom. Australian Journal of Linguistics, 36(2), pp. 189-204.
Administrators only until August 2017 | Request a copy from author
The use of mobile digital devices, such as laptops and tablets, has implications for how teachers interact with young students within the institutional context of educational settings. This article examines language and participation in a digitally enabled preschool classroom as students engage with teachers and peers. Ethnomethodology, conversation analysis and membership categorization analysis are used to explicate video-recorded episodes of students (aged 3-5 years) interacting while using a laptop and a tablet. Attending to the sequential organization (when, how) and the context relevance (where) of talk and interaction, analysis shows how the intersection of interactions involving the teacher, students and digital devices, shape the ways that talk and interactions unfold. Analysis found that the teacher-student interactions were jointly arranged around a participation framework that included: 1) the teacher’s embodied action that mobilizes an accompanying action by a student, 2) allocation of turn-taking and participation while using a digital device and, 3) the affordances of the digital device in relation to the participants’ social organization. In this way, it is possible to understand not just what a digital device is or does, but the affordances of what it makes possible in constituting teachers’ and students’ social and learning relationships.
Impact and interest:
Citation counts are sourced monthly from and citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
|Item Type:||Journal Article|
|Keywords:||talk-in-interaction, mobile technologies, digital devices, preschool, ethnomethodology, conversation analysis, membership categorization analysis, participation, institutional settings|
|Subjects:||Australian and New Zealand Standard Research Classification > TECHNOLOGY (100000)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Early Childhood Education (excl. Maori) (130102)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200)
Australian and New Zealand Standard Research Classification > STUDIES IN HUMAN SOCIETY (160000) > SOCIOLOGY (160800)
|Divisions:||Current > Research Centres > Children & Youth Research Centre
Current > Schools > School of Earth, Environmental & Biological Sciences
Current > QUT Faculties and Divisions > Faculty of Education
Current > QUT Faculties and Divisions > Faculty of Health
Current > Schools > Legal Practice Unit
Current > Schools > School of Early Childhood
|Copyright Owner:||Copyright 2016 Taylor & Francis|
|Copyright Statement:||The Version of Record of this manuscript has been published and is available in Australian Journal of Linguistics <2016> http://www.tandfonline.com/10.1080/07268602.2015.1121530|
|Deposited On:||26 Oct 2015 01:47|
|Last Modified:||29 Mar 2016 13:19|
Repository Staff Only: item control page