Teaching children about dementia: blending old and new technologies to capture evidence of student learning–an auto-ethnographic reflection

Katrina Foy; Michelle J Eady; Pippa Burns; Penny Harris; Victoria Traynor; Jennine Primmer; Carinya Barkley

doi:10.1080/03004279.2023.2276214

Back

Teaching children about dementia: blending old and new technologies to capture evidence of student learning–an auto-ethnographic reflection

Journal article

Open access

Peer reviewed

Teaching children about dementia: blending old and new technologies to capture evidence of student learning–an auto-ethnographic reflection

Katrina Foy, Michelle J Eady, Pippa Burns, Penny Harris, Victoria Traynor, Jennine Primmer and Carinya Barkley

Education 3-13, Vol.53(8), pp.1396-1409

2025

DOI: https://doi.org/10.1080/03004279.2023.2276214

Files and links (1)

pdf

Teaching children about dementia blending old and new technologies to capture evidence of student learning an auto-ethnographic reflection1.18 MBDownload View

Published Version Open Access CC BY-NC-ND V4.0

Abstract

creative arts

Dementia education

health and physical education curriculum

ICT

pedagogy

personal development

primary school

This study examines ways that both old and new technologies were employed in an educational project teaching children about dementia. Participants were taught about the impact of dementia on the health of individuals and on the communities where they live. The Dementia knowledge, Art, Research and Education (DARE) project initiated in Australia, used a multimodal approach, blending digital technologies with traditional creative art materials. This paper explores a second iteration of the project in Scotland, where data obtained through observations, field notes, journaling, and analysis of artwork are presented through auto-ethnography. Conclusions discuss the effectiveness of blending old and new technologies and the pedagogical impact on the researcher, teacher, and student participants involved.

Details

Title: Teaching children about dementia: blending old and new technologies to capture evidence of student learning–an auto-ethnographic reflection
Authors: Katrina Foy (Corresponding Author) - University of Aberdeen
Michelle J Eady - University of Wollongong
Pippa Burns - University of Wollongong
Penny Harris - University of Wollongong
Victoria Traynor - University of Wollongong
Jennine Primmer - Big Fat Smile (Australia)
Carinya Barkley - Balgownie Public School (Australia)
Publication details: Education 3-13, Vol.53(8), pp.1396-1409
Publisher: Routledge
Date published: 2025
DOI: 10.1080/03004279.2023.2276214
ISSN: 1475-7575
Copyright note: © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
Organisation Unit: Healthy Ageing Research Cluster; School of Health - Nursing
Language: English
Record Identifier: 991129987502621
Output Type: Journal article

Metrics

27 Record Views

1 Times Cited - Web of Science

InCites Highlights

These are selected metrics from InCites Benchmarking & Analytics tool, related to this output

Collaboration types: Domestic collaboration; International collaboration
Web Of Science research areas: Education & Educational Research

UN Sustainable Development Goals (SDGs)

This output has contributed to the advancement of the following goals:

Source: SDGs from InCites