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Klaus Thestrup

The SEEDS pedagogy: Designing a new pedagogy for preschools using a technology-based toolkit

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The SEEDS pedagogy : Designing a new pedagogy for preschools using a technology-based toolkit. / Dittert, Nadine; Thestrup, Klaus; Robinson, Sarah.

I: International Journal of Child-Computer Interaction, Bind 27, 100210, 03.2021.

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avisTidsskriftartikelForskningpeer review

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Dittert, Nadine ; Thestrup, Klaus ; Robinson, Sarah. / The SEEDS pedagogy : Designing a new pedagogy for preschools using a technology-based toolkit. I: International Journal of Child-Computer Interaction. 2021 ; Bind 27.

Bibtex

@article{8835734a760a447d91c5cccdadabd969,
title = "The SEEDS pedagogy: Designing a new pedagogy for preschools using a technology-based toolkit",
abstract = "World organisations like OECD and World Economic Forum point to creativity and collaboration as important 21st century competences that should be supported through schooling. The European project (SEEDS) set out to examine the development of these competences linked to digital technologies in preschools. We ask: “How can these competences be nurtured in young children, in preschools and kindergartens, and linked to digital technologies at the same time?” Through the use of a technology-based toolkit, developed during the project, a sequential pedagogy that starts from a basic understanding of a new technology towards open experimentation emerged. This pedagogy scaffolds a process that supports activities starting with the question {\textquoteleft}What can this technology do?{\textquoteright} to more advanced questions such as {\textquoteleft}What else do we want this technology to do?{\textquoteright} In this paper, we present the collaborative design that led to the development of a technology-based toolkit for preschools. Analysis of the practices where the toolkit was used led to the emergence of the SEEDS pedagogy. This pedagogy permits preschool teachers and children to start using an unknown technology and to raise dealing with it to a level of experimentation implementing creativity and collaboration. We demonstrate how this pedagogy supports teachers to guide children through different didactic phases and how creative and collaborative competences become visible to themselves and others.",
keywords = "Bee-bot, FabLab, Kindergarten, Makerspace, Making, Open pedagogy, Preschool, The experimenting community, Toolkit",
author = "Nadine Dittert and Klaus Thestrup and Sarah Robinson",
year = "2021",
month = mar,
doi = "10.1016/j.ijcci.2020.100210",
language = "English",
volume = "27",
journal = "International Journal of Child - Computer Interaction",
issn = "2212-8689",
publisher = "Elsevier BV",

}

RIS

TY - JOUR

T1 - The SEEDS pedagogy

T2 - Designing a new pedagogy for preschools using a technology-based toolkit

AU - Dittert, Nadine

AU - Thestrup, Klaus

AU - Robinson, Sarah

PY - 2021/3

Y1 - 2021/3

N2 - World organisations like OECD and World Economic Forum point to creativity and collaboration as important 21st century competences that should be supported through schooling. The European project (SEEDS) set out to examine the development of these competences linked to digital technologies in preschools. We ask: “How can these competences be nurtured in young children, in preschools and kindergartens, and linked to digital technologies at the same time?” Through the use of a technology-based toolkit, developed during the project, a sequential pedagogy that starts from a basic understanding of a new technology towards open experimentation emerged. This pedagogy scaffolds a process that supports activities starting with the question ‘What can this technology do?’ to more advanced questions such as ‘What else do we want this technology to do?’ In this paper, we present the collaborative design that led to the development of a technology-based toolkit for preschools. Analysis of the practices where the toolkit was used led to the emergence of the SEEDS pedagogy. This pedagogy permits preschool teachers and children to start using an unknown technology and to raise dealing with it to a level of experimentation implementing creativity and collaboration. We demonstrate how this pedagogy supports teachers to guide children through different didactic phases and how creative and collaborative competences become visible to themselves and others.

AB - World organisations like OECD and World Economic Forum point to creativity and collaboration as important 21st century competences that should be supported through schooling. The European project (SEEDS) set out to examine the development of these competences linked to digital technologies in preschools. We ask: “How can these competences be nurtured in young children, in preschools and kindergartens, and linked to digital technologies at the same time?” Through the use of a technology-based toolkit, developed during the project, a sequential pedagogy that starts from a basic understanding of a new technology towards open experimentation emerged. This pedagogy scaffolds a process that supports activities starting with the question ‘What can this technology do?’ to more advanced questions such as ‘What else do we want this technology to do?’ In this paper, we present the collaborative design that led to the development of a technology-based toolkit for preschools. Analysis of the practices where the toolkit was used led to the emergence of the SEEDS pedagogy. This pedagogy permits preschool teachers and children to start using an unknown technology and to raise dealing with it to a level of experimentation implementing creativity and collaboration. We demonstrate how this pedagogy supports teachers to guide children through different didactic phases and how creative and collaborative competences become visible to themselves and others.

KW - Bee-bot

KW - FabLab

KW - Kindergarten

KW - Makerspace

KW - Making

KW - Open pedagogy

KW - Preschool

KW - The experimenting community

KW - Toolkit

UR - http://www.scopus.com/inward/record.url?scp=85097444701&partnerID=8YFLogxK

U2 - 10.1016/j.ijcci.2020.100210

DO - 10.1016/j.ijcci.2020.100210

M3 - Journal article

AN - SCOPUS:85097444701

VL - 27

JO - International Journal of Child - Computer Interaction

JF - International Journal of Child - Computer Interaction

SN - 2212-8689

M1 - 100210

ER -