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Article: Children’s digital practices: case studies of children viewing and representing with dgital text

TitleChildren’s digital practices: case studies of children viewing and representing with dgital text
Authors
KeywordsDigital Practices
Primary School Children
Issue Date2012
PublisherClute Institute for Academic Research. The Journal's web site is located at http://journals.cluteonline.com/index.php/JIER
Citation
Journal of International Education Research, 2012, v. 8 n. 4, p. 381-392 How to Cite?
AbstractThis paper reports on case studies of four primary school children and their digital practices in Hong Kong. The study explored how the participating children view and represent through digital text in the context of their out-of-school technology use. Understanding how these practices extended into their English language classrooms was explicated based on emerging data. The study results identify six aspects of emerging skills acquired by the children. These skills were not extended into the children’s schoolwork – a reflection on the emphasis on uni-modal language learning in the class setting. A detailed examination of the individual skills led to a set of recommendations for curriculum review, suitable pedagogical strategies and classroom learning resources that English Language Educators may utilize to facilitate development of viewing and representing skills through digital text.
Persistent Identifierhttp://hdl.handle.net/10722/189508
ISSN

 

DC FieldValueLanguage
dc.contributor.authorChurchill, Den_US
dc.contributor.authorKhoo, KYen_US
dc.date.accessioned2013-09-17T14:43:19Z-
dc.date.available2013-09-17T14:43:19Z-
dc.date.issued2012en_US
dc.identifier.citationJournal of International Education Research, 2012, v. 8 n. 4, p. 381-392en_US
dc.identifier.issn2158-0979-
dc.identifier.urihttp://hdl.handle.net/10722/189508-
dc.description.abstractThis paper reports on case studies of four primary school children and their digital practices in Hong Kong. The study explored how the participating children view and represent through digital text in the context of their out-of-school technology use. Understanding how these practices extended into their English language classrooms was explicated based on emerging data. The study results identify six aspects of emerging skills acquired by the children. These skills were not extended into the children’s schoolwork – a reflection on the emphasis on uni-modal language learning in the class setting. A detailed examination of the individual skills led to a set of recommendations for curriculum review, suitable pedagogical strategies and classroom learning resources that English Language Educators may utilize to facilitate development of viewing and representing skills through digital text.-
dc.languageengen_US
dc.publisherClute Institute for Academic Research. The Journal's web site is located at http://journals.cluteonline.com/index.php/JIERen_US
dc.relation.ispartofJournal of International Education Researchen_US
dc.rightsJournal of International Education Research. Copyright © The Clute Institute-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectDigital Practices-
dc.subjectPrimary School Children-
dc.titleChildren’s digital practices: case studies of children viewing and representing with dgital texten_US
dc.typeArticleen_US
dc.identifier.emailChurchill, D: dchurch@hku.hken_US
dc.identifier.authorityChurchill, D=rp00898en_US
dc.description.naturepublished_or_final_version-
dc.identifier.hkuros224184en_US
dc.identifier.volume8en_US
dc.identifier.issue4-
dc.identifier.spage381en_US
dc.identifier.epage392en_US
dc.publisher.placeUnited Statesen_US

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