Теория деятельности: деятельностные исследования в Германии 2014. Том. 12, № 1. С. 95–118
Digital Media as a Means of Developing Reflection in Students with Disabilities: Cultural-Historical Perspective 756
Рубцова О.В., кандидат психологических наук, доцент кафедры возрастной психологии факультета психологии образования, руководитель Центра междисциплинарных исследований современного детства, ФГБОУ ВО МГППУ, Москва, Россия, firstname.lastname@example.org Уланова Н.С., кандидат психологических наук, Московский городской психолого-педагогический университет, зав. лабораторией, Москва, Россия, Natalya.Ulanova@gmail.com
A multidisciplinary research project “Understanding Digital Media” was launched in Moscow State University of Psychology and Education in 2011. The project aims at investigating the influence that digital technologies exert on various intra-psychological aspects of development – particularly on the formation of higher mental processes. The research is based on the fundamental idea of the cultural-historical theory (L.S. Vygotsky, A.N. Leontev, A.R. Luria) that demonstrates the crucial difference between tools and signs in human activity. In the research digital media are perceived as cultural signs, oriented towards higher psychological functions and mental processes. The article focuses on a longitudinal case-study undertaken with a disabled student of the IT Department. The goal of the study consists in investigating the influence of digital technologies on the reflection of the student while he is working on his graduation project – shooting a documentary about his love story.
Since 2011 these issues have become the focus of a multidisciplinary
research project “Understanding Digital Media” launched in Moscow State
University of Psychology and Education. The project aims at tracing the impact
that digital technologies, used in educational process, have on various
aspects of development in young people. The research is conducted in
collaboration with the Department of Informational Technologies, which
specializes in the education of disabled students. Thus one of the research
target groups is represented by students with disabilities.
Alper, M. (2012): Promoting emerging new media literacies among
young children with blindness and visual impairments. Digital Culture &
Education, 4, 3, 243-256. Buckingham, D. (2004): The media literacy of children
and young people. London: Centre for the Study of Children Youth and Media,
Institute of Education, University of London.
Burne, B.; Knafelc, V.; Melonis, M.; Heyn, P.C. (2011): The use
and application of assistive technology to promote literacy in early childhood:
A systematic review. Disability and Rehabilitation: Assistive Technology, 6,
Christensen, C.M.; Johnson, C.W.; Horn, M.B. (2008): Disrupting
class: How disruptive innovation will change the way the world learns. New
York. Cope, B.; Kalantzis, M. (2009): Multiliteracies: New literacies, new
learning. Pedagogies: An International Journal, 4, 164-195.
Floyd, K.K.; Canter, L.L.S.; Jeffs, T.; Judge, S.A. (2008):
Assistive technology and emergent literacy for preschoolers: A literature
review. Assistive Technology Outcomes and Benefits, 5, 92-102. URL:
Hartz, D. (2000): Literacy leaps as blind students embrace
technology. The English Journal, 90, 2, 52-59. Heldberg, J.G. (2011): Towards a
disruptive pedagogy: Changing classroom practice with technologies and digital
content. Educational Media International, 48, 1, 1-16. Jenkins, H.; Purushotma,
R.; Clinton, K.; Weigel, M.; Robison, A.J. (2006): Confronting the challenges
of participatory culture: Media education for the 21st century. Chicago.
Jenkins, H. (2008): Media literacy: Who needs it? In: Willoughby, T.; Wood, R.
(Eds.), Children's learning in a digital world. Oxford, 16-39. Kontopodis, M.
(2012): Neoliberalism, pedagogy and human development: Exploring time,
mediation and collectivity in contemporary schools. New York. Kress, G. (2010):
Multimodality: A social semiotic approach to contemporary communication.
London. Leontiev, A.N. (1978): Activity, Consciousness, and Personality.
Rubtsov, V.V. (1991): Learning in children: Organization and
development of cooperative actions. New York.
Veresov, N.N. (2010): Introducing cultural historical theory: main
concepts and principles of genetic research methodology. Cultural-historical
psychology, 4, 83-90.
Verlager, A.K. (2009): Literacy as process: The multiple
literacies of blind readers. Journal of Media Literacy Education, 55, (1 &
[Date of access: 20.08.2014].
Vygotsky, L.S. (1982): Sobranie sochinenii, Tom vtoroi, Problemy
obshchei psikhologii [Collected works, Vol. 2: Problems of general psychology].
Vygotsky, L.S. (1982а): Sobranie sochinenii, Tom tretii. Problemy
razvitiya psikhiki [Collected works, Vol.
3: Problems in the development of mind]. Moscow. Vygotsky, L.S. (1984):
Sobranie sochinenii, Tom chetvertyi: Detskaya psikhilogii [Collected works,
Vol. 4: Child psychology]. Moscow. Vygotsky, L.S. (1984a): Sobranie sochinenii,
Tom shestoi: Nauchnoe nasledstvo [Collected works, Vol. 6: Scientific legacy].
Moscow. Vygotsky L.S (1997): Collected works. The History of the development of
higher mental functions. New York. Westby, C. (2010): Multiliteracies: The
changing world of communication. Topics in Language Disorders, 30, 1,
World Health Organization (2001): Agenda item 13.9: International
classification of functioning, disability, and health. Resolution of the
Fifty-Fourth World Health Assembly.