| Abstract [eng] |
The dissertation investigates children’s computer-aided culture as a phenomenon of postmodern informational society, the context of its educational significance is highlighted, the essence of which consists not only of technological children’s abilities but the cognition of social reality, as well. The aim of the research is to ground theoretically and to provide empirical investigations of the educational discourse of children’s computer-aided culture by applying the design of qualitative and quantitative research tune and the theory of social construction of reality. The research problem is related with children’s computer-aided culture as a context of educational discourse of the phenomenon of modern informational society that can be theoretically grounded and empirically investigated by using the design of qualitative and quantitative research tune and the theory of social construction of reality. Educational discourse of children’s computer-aided culture is theoretically-empirically grounded in the dissertation by using the context of the social construction of the reality which enables to get acquainted with children identity and role of them as the creators of computer-aided culture, when children construct and re-construct social reality as the world in which children play, communicate, discover and create. The design of qualitative and quantitative research tune was grounded, the application possibilities of two methods (free essay and questionnaire survey) was demonstrated. The results of performed empirical investigation deny educational myth that children create the world according to the examples and the rules suggested by the adults and the fact that this is the most important their cultural and cognitive achievement. The investigation of educational discourse of children computer-aided culture in the context of social reality construction revealed that children create social reality by providing to it social, cultural and educational meaning, by subjectivating and objectivating it. |
