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|dc.identifier.citation||Children's Geographies, 2016; 14(2):141-157||-|
|dc.description.abstract||Bringing a social interaction approach to children’s geographies to investigate how children accomplish place in everyday lives, we draw on ethnomethodological and conversation analytic approaches that recognize children’s competence to manipulate their social and digital worlds. An investigation of preschool-aged children engaged with Google Earth™ shows how they both claimed and displayed technological understandings and practices such as manoeuvring the mouse and screen, and referenced place through relationships with local landmarks and familiar settings such as their school. At times, the children’s competing agendas required orientation to each other’s ideas, and shared negotiation to come to resolution. A focus on children’s use of digital technologies as they make meaning of the world around them makes possible new understandings of place within the geographies of childhood and education.||-|
|dc.description.statementofresponsibility||Susan Danby, Christina Davidson, Stuart Ekberg, Helen Breathnach and Karen Thorpe||-|
|dc.publisher||Taylor & Francis||-|
|dc.rights||© 2016 Taylor & Francis||-|
|dc.subject||Google Earth™; preschool; children; conversation analysis; digital technology; geography of education; sociology of childhood||-|
|dc.title||'Let’s see if you can see me': making connections with Google Earth™ in a preschool classroom||-|
|dc.identifier.orcid||Ekberg, S. [0000-0001-8837-7440]||-|
|Appears in Collections:||Aurora harvest 3|
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