KFU. Card publication. BRINGING MAKERSPACE INTO DIGITAL ENVIRONMENT: THE CASE OF PRE-SCHOOL BILINGUAL RUSSIAN LEARNERS

KAZAN
FEDERAL UNIVERSITY

- RUS
- 中文
- ES

BRINGING MAKERSPACE INTO DIGITAL ENVIRONMENT: THE CASE OF PRE-SCHOOL BILINGUAL RUSSIAN LEARNERS

Form of presentation

Conference proceedings in Russian journals and collections

Year of publication

2020

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Authors, employees of KFU

Vafina Alsu Khadievna, author

Sadykova Gulnara Vasilevna, author

Khalitova Liliya Kamilevna, author

Bibliographic description in the original language

Khalitova, L., Vafina, A., and Sadykova, G. (2020) Bringing makerspace into digital environment: The case of pre-school bilingual Russian learners. ICERI2020 Proceedings, 9-11 November, 2020, pp. 5237-5242 doi: 10.21125/iceri.2020.1135

Annotation

ICERI2020 Proceedings

Keywords

digital technology, makerspace, bilingual education, russian language and culture.

The name of the journal

ICERI2020 Proceedings

URL

https://library.iated.org/view/KHALITOVA2020BRI

Please use this ID to quote from or refer to the card

https://repository.kpfu.ru/eng/?p_id=253829&p_lang=2

Full metadata record

Field DC	Value	Language
dc.contributor.author	Vafina Alsu Khadievna	ru_RU
dc.contributor.author	Sadykova Gulnara Vasilevna	ru_RU
dc.contributor.author	Khalitova Liliya Kamilevna	ru_RU
dc.date.accessioned	2020-01-01T00:00:00Z	ru_RU
dc.date.available	2020-01-01T00:00:00Z	ru_RU
dc.date.issued	2020	ru_RU
dc.identifier.citation	Khalitova, L., Vafina, A., and Sadykova, G. (2020) Bringing makerspace into digital environment: The case of pre-school bilingual Russian learners. ICERI2020 Proceedings, 9-11 November, 2020, pp. 5237-5242 doi: 10.21125/iceri.2020.1135	ru_RU
dc.identifier.uri	https://repository.kpfu.ru/eng/?p_id=253829&p_lang=2	ru_RU
dc.description.abstract	ICERI2020 Proceedings	ru_RU
dc.description.abstract	In the last few years, many educators turn to the so-called philosophy of educational makerspaces, which are purposefully designed spaces for interaction, play and participating in creative activities. Built on the foundation of constructionism, this philosophy promotes hands-on learning environment and is believed to “have the potential to revolutionize the way we approach teaching and learning” (Kurti, Kurti, & Fleming, 2014, p. 8). While there seems to be nothing innovative in this educational principle by itself, educators, as well as designers and vendors of educational material, work hard on developing and introducing devices and tools for stimulating hands-on activities in a range of disciplines, including math, language arts and social sciences. Many early childhood educators also see the strong need in adapting such an instructional approach. To document how educational makerspaces could be implemented for speech development of bilingual children attending formal preschool education classes, the research team attended three state kindergarten located in a multi-ethnic area of the Russian Federation. The study was carried out as a part of a larger research project aimed at examining how educators who work with 3-7 year-old children integrate digital technologies into their Russian language classrooms. Class observations and interviews with educators and administrators showed that experienced teachers find ways to effectively blend digital activities with hands-on creative tasks, thus reaching educational goals by designing educational makerspaces. They use digital tools as content delivers, motivators and inspirations for further hands-on activities done with real physical objects. The researchers witnessed how digital characters and digital activities stepped out of the digital screen and were recreated by children and educators in physical environment. Results indicate significant educational value in augmenting digital technologies with educational makerspaces when developing speech of bilingual children. Our study demonstrated that when the philosophy of maker education is merged with well-designed and implemented digital learning objects, early childhood educators may receive a truly productive, enjoyable and motivating for young children instructional approach that appeals to kids of digital era and enables the educators to introduce digital technologies into classrooms without sacrificing children's' health, but rather stimulating their physical and speech activities and fostering their imagination and creativity. References: [1] Kurti, R.L, Kurti, D.L., & Fleming, L. R. (2014). The Philosophy of Educational Makerspaces. Part 1 of Making an Educational Makerspace. Teacher Librarian, 41(4), 8-11.	ru_RU
dc.language.iso	ru	ru_RU
dc.subject	digital technology	ru_RU
dc.subject	makerspace	ru_RU
dc.subject	bilingual education	ru_RU
dc.subject	russian language and culture.	ru_RU
dc.title	BRINGING MAKERSPACE INTO DIGITAL ENVIRONMENT: THE CASE OF PRE-SCHOOL BILINGUAL RUSSIAN LEARNERS	ru_RU
dc.type	Conference proceedings in Russian journals and collections	ru_RU