Abstract

This paper considers how digital technologies contribute to awakening primary-school children’s enchantment with local places. We draw upon Bennett and Thoreau to theorize enchantment and adopt “enchantment as method” from Stainova to guide the research process. We analyze the contrasting digital artifacts produced by three children through video-walks in their backyards. In one case, Kay, the digital artifact reveals how her enchantment was produced through the video-walk. Accessing data beyond the video-walk, we show that the other cases, Connor and Leila, had experienced enchantment and this experience evoked ethical concern and moral action. The implications of our analysis of these cases for a pedagogy of enchantment are critically considered.

摘要

本文探讨了数字技术如何有助于唤醒小学生对当地地方的迷恋。我们借鉴班尼特和梭罗对魅力进行理论化，并采用 Stainova 的“魅力作为方法”来指导研究过程。我们分析了三个孩子通过在他们后院的视频漫步制作的对比鲜明的数字文物。在一个案例中，凯，数字神器揭示了她的魅力是如何通过视频行走产生的。通过访问视频行走之外的数据，我们表明其他案例，康纳和莱拉，经历了魔法，这种经历引起了道德关注和道德行为。批判性地考虑了我们对这些案例的分析对魔法教学法的影响。