ABSTRACT
A rich tradition of pedagogical and psychological research has explored the impact of technology on the cognitive and social development of the child. However, little research has focused on the implications of the use of digital technologies in educational settings for children’s agency. How do pedagogical practices in two Primary Schools support young children’s engagement and management of Artificial Intelligence? This chapter presents hybrid-transitions as a theoretical tool to conceptualise transitions between digital and non-digital engagement as spaces at the intersection between young children’s agency and the network of relationships and expectations constituting the context of children’s action. Hybrid-transitions refer to a child’s movement from immersion in digitally enhanced experiences generated by educational technologies to non-digitally mediated interactions with peers or adults. This chapter argues, with the support of examples, that during hybrid-transitions digital experiences are shared via personal narratives linking ideas, experiences and emotions. Framed within dialogic pedagogy, individual narratives are “interlaced” in co-constructed group narratives authored by the children through face-to-face interactions.
