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Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: New technologies, old dilemmas: theoretical and practical challenges in preschool immersion playrooms
Authors: McPake, Joanna
Stephen, Christine
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Keywords: Preschool language learning
minority languages
digital technologies
Issue Date: 2016
Publisher: Taylor and Francis
Citation: McPake J & Stephen C (2016) New technologies, old dilemmas: theoretical and practical challenges in preschool immersion playrooms, Language and Education, 30 (2), pp. 106-125.
Abstract: This paper describes some of the findings emerging from a small-scale pilot study investigating the potential of a tablet app,Our Story (Ar Stòiridh), to enhance language-learning opportunities for children in Gaelic-medium preschool playrooms. The intervention drew on design-based research, a methodology for investigating the relationships among educational theory, designed artefact and practice. A significant feature of this approach is the close collaboration between researchers and practitioners in identifying the problem to be addressed by the intervention and refining, through successive iterations, the solution. Detailed documentation of the process enables the researchers to keep track of practical barriers or facilitators, and often leads to design changes. In this case, it emerged that there were marked differences between the researchers' and the practitioners' beliefs about effective language learning in the early years, a finding which would have had a bearing on the development of the design beyond the pilot phase. It is argued that this finding has implications for theoretical understanding of how preschool practitioners set about supporting children as they learn a new language in immersion-style settings; and of how to design practical interventions, such as the use of digital technologies to support early language learning or professional development for preschool practitioners in such settings.
Type: Journal Article
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Rights: The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.
Affiliation: University of Strathclyde
Initial Teacher Education

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