The article seeks to develop a better understanding of the contribution of materiality in a discourse between a creator (content producer) and an interface, dealing with analogue and digital artefacts. Focus is in the materiality of the two different art-creation learning processes, acrylic painting and digital painting. The objective of this paper is to consider especially the affect and meaning of these two different content creation modalities and intra-action within that. Through reflective autoethnographic consideration, the purpose is to consider the essences of materials manifesting and modulating the processes of content creation as a posthumanist phenomenon. It will be shown that the creation processes with paper are more experimental whereas the processes with digital screen are more playful. There is a growing need to deeper understand the cultural change of material cultures and the people's intra-action with the materials also enabling arts creation. This paper will widen our limited understanding and deepen our theoretical perspectives of the essence of materials which then avails confronting analogue and digital when developing teaching and learning in the posthuman era especially in early education.
What is already known about this topic
There is a growing interest in the new materialism and posthuman thinking amongst educational technology research and development.
Reading analogue versus digital is well-documented.
What this paper adds
New materialist thinking offers a useful perspective in education for looking at the essence of analogue and digital materiality modulating content creation.
Characterising the nuances in analogue and digital production can help in evaluating their educational potential.
Implications for practice and/or policy
As practitioners we should critically question the political vision of education digitalisation especially concerning early childhood education.
There is a need to move beyond debates about analogue versus digital to look at more specific examples of their advantages (and disadvantages) in developing posthumanist education and intra-active pedagogy especially for young children.
Fields of Science
- 516 Educational sciences