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The literacy fieldtrip: using UbiComp to support children's creative writing

Published: 07 June 2006 Publication History

Abstract

Fieldtrips, traditionally associated with science, history and geography teaching, have long been used to support children's learning by allowing them to engage with environments first-hand. Recently, ubiquitous computing (UbiComp) has been used to enhance fieldtrips in these educational areas by augmenting environments with a range of instruments, devices and sensors. However, the sorts of interaction design that UbiComp makes possible have the potential not just to enhance the value of educational techniques in known application areas, but also to expand the application of those techniques into new areas of curriculum. We report on a UbiComp-supported fieldtrip to support creative writing, associated with the learning of literacy skills. We discuss how the fieldtrip, designed and run in the grounds of a historic English country house with Year 5 UK schoolchildren, engendered interactions which changed both the processes and products of creative writing, with benefits for both teachers and children.

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    cover image ACM Other conferences
    IDC '06: Proceedings of the 2006 conference on Interaction design and children
    June 2006
    172 pages
    ISBN:9781450378086
    DOI:10.1145/1139073
    Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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    New York, NY, United States

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    Published: 07 June 2006

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    Author Tags

    1. children
    2. creative writing
    3. interaction design
    4. literacy skills
    5. qualitative study
    6. ubiquitous computing

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    • (2022)Enhancing Students’ Social and Emotional Learning in Educational Virtual Heritage through Projective Augmented RealityExtended Abstracts of the 2022 CHI Conference on Human Factors in Computing Systems10.1145/3491101.3503551(1-9)Online publication date: 27-Apr-2022
    • (2020)Evaluating Creativity Support Tools in HCI ResearchProceedings of the 2020 ACM Designing Interactive Systems Conference10.1145/3357236.3395474(457-476)Online publication date: 3-Jul-2020
    • (2020)Designing for oral storytelling practices at home: A parental perspectiveInternational Journal of Child-Computer Interaction10.1016/j.ijcci.2020.100214(100214)Online publication date: Oct-2020
    • (2019)Mapping the Landscape of Creativity Support Tools in HCIProceedings of the 2019 CHI Conference on Human Factors in Computing Systems10.1145/3290605.3300619(1-18)Online publication date: 2-May-2019
    • (2018)Twenty Years of Creativity Research in Human-Computer InteractionProceedings of the 2018 Designing Interactive Systems Conference10.1145/3196709.3196732(1235-1257)Online publication date: 8-Jun-2018
    • (2016)The To-and-Fro of Sense MakingACM Transactions on Computer-Human Interaction10.1145/288278523:2(1-48)Online publication date: 11-May-2016
    • (2015)InkWellProceedings of the 2015 ACM SIGCHI Conference on Creativity and Cognition10.1145/2757226.2757229(93-102)Online publication date: 22-Jun-2015
    • (2014)Fiabot!Proceedings of the 2014 conference on Interaction design and children10.1145/2593968.2593979(165-174)Online publication date: 17-Jun-2014
    • (2014)CastorJournal of Visual Languages and Computing10.1016/j.jvlc.2014.10.01325:6(1030-1039)Online publication date: 1-Dec-2014
    • (2014)Creating Web3D educational stories from crowdsourced annotationsJournal of Visual Languages and Computing10.1016/j.jvlc.2014.10.01025:6(808-817)Online publication date: 1-Dec-2014
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