Bordercrossings

About

Learning in the Edges

Technology enters the everyday, not dominating, not replacing, but mixing with other languages. It enters as an environment, not strictly instrumental and functional, but rather as the connector of multidisciplinary learning and explorations. As such, technology supports children’s ways of knowing, inaugurating new environments of socialization in which each child’s mental world finds possible new representations.

 

Questions for continuing research:

  • Are certain characteristics essential to be able to define an environment as digital?
  • How much does cooperation between children change in a digital environment and in what way?
  • How, and in what ways, can the language of computer programming enter into everyday life in preschools without being forced?
  • Which systems of technology and ways of interacting are more appropriate?
  • What competencies should an interdisciplinary group researching these aspects be composed of?
  • Should we integrate the digital—conceived as a non-mediated or controlled connection with the world—into schools for children aged 0-6, and if so, how?
  • In the digital environments we make available to children in school, do they bring all their intelligences and their languages into play?
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