TiDE Model – Creating Plurilingual Digital Materials with Future Preschool Teachers
Abstract
This article deals with developing plurilingual digital content with future preschool teachers. We present the TiDE (Teaching in Digital Education) model which promotes the development of digital didactic materials and relevant digital competences through active, experience-based, and interdisciplinary learning. A qualitative study was conducted focused on the process of designing new digital didactic materials for raising plurilingual awareness, i.e. stop-motion videos for preschool children. The data were obtained by analysing 16 stop-motion videos and feedback from 60 Slovenian first-year students of preschool education at the University of Primorska. The results suggest that new digital technologies can be very effective in developing engaging, effective, and learner-centered resources that promote students' plurilingual awareness and an open attitude towards linguistic and cultural diversity.
Downloads
References
Berg, A., Orraryd, D., Pettersson, A. J., & Hultén, M. (2019). Representational challenges in animated chemistry: self-generated animations as a means to encourage students’ reflections on sub-micro processes in laboratory exercises. Chemistry Education Research and Practice, 20(4),710–737.
Berney, S., & Bétrancourt, M. (2016). Does animation enhance learning? A meta-analysis. Computers & Education, 101, 150–167. https://doi.org/10.1016/j.compedu.2016.06.005
Bers, M., New, R., & Boudreau, L. (2004). Teaching and learning when no one is expert: Children and parents explore technology. Early Childhood Research and Practice, 6(2), 1–19.
Bitchener, J. (2018). Teacher Written Feedback. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching (pp. 1–7). John Wiley. https://doi.org/10.1002/97811187842–35.eelt0506
Bratož, S., & Sila, A. (2021). Developing plurilingual competence at an early age. In C. J. McDermott and A. Kožuh (Ed.), Educational challenges (pp. 101–119). Antioch University.
Clark, D. B., Touchman, S., Martinez-Garza, M., Ramirez-Marin, F., & Skjerping Drews, T. (2012). Bilingual language supports in online science inquiry environments. Computers & Education, 58(4), 1207–1224. https://doi.org/10.1016/j.compedu.2011.11.019
Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3rd Ed.). Washington DC: National Association for the Education of Young Children.
Council of Europe. (2007). From linguistic diversity to plurilingual education: Guide for the development of language education policies in Europe. Strasbourg, France: Council of Europe, Language Policy Division.
Danielson, C. (2007). Enhancing Professional Practice: A Framework for Teaching (2nd ed.) (p. 57). Association for Supervision and Curriculum Development.
Deaton, C. C. M., Deaton, B. E., Ivankovic, D., & Norris, F. A. (2013). Creating Stop Motion videos with iPad to support students’ understanding of cell processes: Because you have to know what you’re talking about to be able to do It. Journal of Digital Learning in Teacher Education, 30(2), 67−73. https://doi.org/10.1080/21532974.2013.10784729
Dechakoopt, P., & Yindeesook, P. (2018). Learning management in the 21st Century. Bangkok, Thailand: ChulaBook Center.
Donaghy, K., & Xerri, D. (Eds.). (2017). The image in English Language Teaching. Floriana: ELT Council.
European Commission, Joint Research Centre, Redecker, C., & Punie, Y. (Eds.) (2017). European framework for the digital competence of educators: DigCompEdu. Publications Office. https://data.–e–uropa.eu/doi/10.2760/159770
Farrokhnia, M., Meulenbroeks, R. F. G., & Van Joolingen, W. R. (2020). Student-generated Stop Motion animation in science classes: A systematic literature review. Journal of Science Education and Technology, 29(6), 797−812. https://doi.org/10.1007/s10956-020-09857-1
Freeman, N. K., & Somerindyke, J. (2001). Social play at the computer: Preschoolers scaffold and support peers’ computer competence. Information Technology in Childhood Education, 1, 203–213.
Galante, A., Chiras, M., dela Cruz, J. W. N., & Zeaiter, L. F. (2022). Plurilingual guide: Implementing critical plurilingual pedagogy in language education. Plurilingual Lab Publishing.
Giannikas, C. N. (2020). Digital Pedagogy for Young Learners. Part of the Cambridge Papers in ELT series. Cambridge: Cambridge University Press.
Hoban, G., & Nielsen W. (2010). The 5 Rs: A new teaching approach to encourage locations (student-generated animations) of science concepts. Teaching Science, 56(3), 33–38.
Hoban, G., & Nielsen, W. (2012). Learning Science through Creating a ‘Slowmation’: A case study of preservice primary teachers. International Journal of Science Education, 35(1), 119– 146. https://doi.org/10.1080/09500693.2012.670286
Hoban, G., & Nielsen, W. (2014). Creating a narrated Stop Motion animation to explain science: The affordances of “Slowmation” for generating discussion. Teaching and Teacher Education, 42, 68 −78. https://doi.org/10.1016/j.tate.2014.04.007
Howell, J., & McMaster, N. (2022). Teaching with technologies: pedagogies for collaboration, communication, and creativity (2nd Edition). Oxford University Press.
Hurtado-Mazeyra, A., Alejandro-Oviedo, O. M., Núñez-Pacheco, R., Guillén-Chávez, E. P., Afata-Ataucuri, K. E., & Ancasi-Villagomez, G. S. (2021). Digital Storytelling with Stop Motion for the Development of Competencies in University Students. Proceedings of the 2021 4th International Conference on Education Technology Management. Association for Computing Machinery, 148–154. https://doi.org/10.1145/3510309.3510333
Ivanitskaya, L., Clark, D., Montgomery, G., & Primeau, R. (2002). Interdisciplinary Learning: Process and Outcomes. Innovative Higher Education 27, 95–111. https://doi.org/10.1023/A:1021–105309984
Jablonski, D., Hoban, G., Ransom, H. S., & Ward, K. S. (2015). Exploring the use of “Slowmation” as a pedagogical alternative inscience teaching and learning. Pacific-Asian Education Journal, 27, 5–20.
Jitsupa, J., Jariyatusakorn, K., Songsom, N., Limsommut, A., Pengwon, T., & Nilsook, P. (2018). The effect of active learning with design and development of animation by students using Stop Motion technique according to ADDIE model (pp. 505−511). Innovative and Interdisciplinary Research towards a Value-Based Thailand 4.0, SDUC 2018 Conference Proceeding. Bangkok, Thailand.
Jitsupa, J., Siriprichayakorn, R., Yakaew, C., Songsom, N., & Nilsook, P. (2022). Stop Motion Animation for Preschoolers by Master Teachers. Journal of Education and Learning, 11(3), 27–27. https://doi.org/10.5539/jel.v11n3p27
Kapaniaris, A., & Lagogianni, C. M. (2020). From the Educational Costume to Playmobils: Digitally Enriched Storytelling with the Use of Stop Motion Video. World Wide Journal of Multidisciplinary Research and Development, 6(7), 74–79. https://wwjmrd.com/archive/2020–/7/1404/from-the-educational-costume-to-playmobils-digitally-enriched-storytelling-with-the-use-of-stop-motion-video
Kahraman, A. (2015). Animation used as an educational material and animation techniques. Online Journal of Art and Design, 3(1), 1−12. https://arastirmax.com/tr/system/files/dergiler/1–590–95/makaleler/3/1/arastirmax-animation-use-educational-material-and-animation-techniques.pdf
Kewalramani, S., Arnott, L., & Dardanou, M. (2020). Technology-integrated pedagogical practices: a look into evidence-based teaching and coherent learning for young children. European Early Childhood Education Research Journal, 28(2), 163–166. https://doi.org/10.1080/1350293X.20–20.1735739
Kirsch, C., & Duarte, J. (Eds.). (2020). Multilingual approaches for teaching and learning: From acknowledging to capitalising on multilingualism in European mainstream education. Routledge.
Lemut Bajec M. (2023). The role of formal and non-formal education in the development of technological literacy. Journal of Elementary Education, 16(3), 321–338. https://doi.org/1–0.18690/rei.16.3.2711
Lindeman, S., Svensson, M., & Enochsson, A. B. (2021). Digitalisation in early childhood education: a domestication theoretical perspective on teachers’ experiences. Education and Information Technologies 26, 4879–4903 https://doi.org/10.1007/s10639-021-10501-7
Loughran, J., Berry, A., & Mulhall, P. (2012). Understanding and developing science teachers’ pedagogical content knowledge (2nd ed.). Sense Publishers.
Lu, J., Meng, S., & Tam, V. (2014). Learning Chinese characters via mobile technology in a primary school classroom. Educational Media International, 51(3), 166–184.
Marconi, G., Campos Cascales, C., Covacevich, C., & Halgreen, T. (2020). What matters for language learning?: The questionnaire framework for the PISA 2025 Foreign Language Assessment, OECD Education Working Papers, No. 234. OECD Publishing. https://doi.org/10.1787/5e06e820-en
Mills, R., Tomas, L., & Lewthwaite, B. (2018). The impact of student-constructed animation on middle school students’ learning about plate tectonics. Journal of Science Education and Technology, 1–13. https://doi.org/10.1007/s10956-018-9755-z
National Film Board of Canada. (2018). STOPMO studio Stop Motion animation workshop. National Film Board of Canada.
Newby, D., Allan, R., Fenner, A. B., Jones, B., Komorowska, H., & Soghikyan, K. (2007). European portfolio for student teachers of languages: a reflection tool for language teacher education. European Centre for Modern Languages; Council of Europe. https://www.ecml.at/Portals/1/docu–ments–/ECML-resources/EPOSTL-EN.pdf?ver=2018-03-22-164301-450
OECD. (2017). Starting strong V: Transitions from Early Childhood Education and Care to Primary Education. OECD Publishing. https://doi.org/10.1787/9789264276253-en
OECD. (2019). PISA 2021 ICT Framework. https://www.oecd.org/pisa/sitedocument/PISA-2021-ICT-framework.pdf
Orraryd, D. (2021). iaking science come alive: Student-generated stop-motion animations in science education (PhD dissertation). Linköping University Electronic Press. https://doi.org/10–.3384/diss.diva-173038
Patall, E. A., Cooper, H., & Robinson, J. C. (2008). The effects of choice on intrinsic motivation and related outcomes: A meta-analysis of research findings. Psychological Bulletin, 134(2), 270–300. https://doi.org/10.1037/0033-2909.134.2.270
Payant, C., & Galante, A. (2022). Plurilingualism and Translanguaging: Pedagogical Approaches for Empowerment and Validation—An Introduction. TESL Canada Journal, 38(2), vi-xiii. https://doi.org/10.18806/tesl.v38i2.1363
Rea, D. W. (2015). Interview with Pedro Noguera: How to Help Students and Schools in Poverty. National Youth At-Risk Journal 1(1), 11–21.
Rost, M. (2002). Teaching and Researching Listening (2nd ed.). Pearson.
Sanjaya, M. A. (2020). Stop-Motion Video as Media of Teaching Theme-Based Vocabulary for Elementary Students. Elementary School Journal, 10(3), 185–193. https://doi.org/10.2–4114/esjpgsd.v10i3.20018
Shahrimin, M. I., & Butterworth, D. M. (2001). Young children’s collaborative interactions in a multimedia computer environment. The Internet and Higher Education, 4(3–4), 203–215.
Shepherd, A., Hoban, G., & Dixon, R. (2013). Using to develop the social skills of primary school students with mild intellectual disabilities: Four case studies. Australasian Journal of Special Education, 38(2), 150−168. https://doi.org/10.1017/jse.2014.1
Smeins, E., Wildenburg, K., & Duarte, J. (2022). The Use of Digital Tools in Pre-Service Teachers’ Professional Development Towards Linguistic Diversity in Primary Education. Sustainable Multilingualism, 21(1) 166–196. https://doi.org/10.2478/sm-2022-0017
Spotti, M., & Kroon, S. (2017). Multilingual Classrooms at Times of Superdiversity. In S. Wortham, D. Kim, & S. May (Eds.), Discourse and education (Third, Ser. Encyclopedia –of language and education) (pp. 97–109). Springer.
Swart, R. (2019). Thematic analysis of survey responses from undergraduate students. In Sage Research Methods Datasets Part 2. SAGE Publications, Ltd. https://doi.org/10.4135/9781526468666
The Scottish Government. (2015). Literature Review on the Impact of Digital Technology on Learning and Teaching. https://www.gov.scot/publications/literature-review-impact-digital-technology-learning-teaching/
Van Gelder, F., & Visser, S. (2005). Van Misverstand tot meertaligheid: een onderzoek in het kleuteronderwijs van de stad Groningen. [From misunderstanding to Multilingualism: A Study in Preschool Education in the City of Groningen.]. University of Groningen.
Van Laere, E., Rosiers, K., Van Avermaet, P., Slembrouck, S., & Van Braak, J. (2017). What can technology offer to linguistically diverse classrooms? Using multilingual content in a computer-based learning environment for primary education. Journal of Multilingual and Multicultural Development, 38(2), 97–112.
Väätäjä, J. O., & Ruokamo, H. (2021). Conceptualizing dimensions and a model for digital pedagogy. Journal of Pacific Rim Psychology, 15. https://doi.org/10.1177/1834490921995395
Vuorikari, R., Kluzer, S. and Punie, Y., DigComp 2.2: The Digital Competence Framework for Citizens - With new examples of knowledge, skills and attitudes, EUR 31006 EN, Publications Office of the European Union, Luxembourg, 2022, ISBN 978-92-76-48882-8, https://data.e–uropa.eu/doi/10.2760/115376
Wilkinson, C., Low, F., & Gluckman, P. (2021). Screen time: The effects on children’s emotional, social and cognitive development. University of Auckland.
Copyright (c) 2024 Anita Sila, Andreja Klančar
![Creative Commons License](http://i.creativecommons.org/l/by/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution 4.0 International License.