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Dr Lorna Arnott

Lecturer

Education

Personal statement

Lorna is a lecturer in the School of Education. Lorna trained as an economist graduating from Glasgow Caledonian University in 2006 with First Class Honours.  Lorna went on to complete a Masters in Research (M.Res) in Education and Social Purpose at the University in Glasgow in 2007, during which she developed an interest in relationships and interaction.  Lorna then completed her Ph.D at the School of Education, University of Stirling in 2011, focusing on young children’s social interactions around technologies in preschool.

Publications

Look who's talking : eliciting the voices of children from birth to seven
Wall Kate, Arnott Lorna, Cassidy Claire, Beaton Mhairi, Christensen Pia, Dockett Sue, Hall Elaine, I'Anson John, Kanyal Mallika, McKernan Gerard, Pramling Ingrid, Robinson Carol
International Journal of Student Voice Vol 2, (2017)
Eliciting voice from children under three years old : pedagogical and research dilemmas
Arnott Lorna
27th European Early Childhood Educational Research Association Conference, (2017)
The early years technological landscape
Arnott Lorna, Karagiannidou Eleni, Yelland Nicola
27th European Early Childhood Educational Research Association Conference, (2017)
Creative and dramatic play with technologies
Arnott Lorna, Duncan Pauline, Grogan Deirdre
Digital Technologies and Learning in the Early YearsDigital Technologies and Learning in the Early Years, (2017)
Framing technological experiences in the early years
Arnott Lorna
Digital Technologies and Learning in the Early YearsDigital Technologies and Learning in the Early Years, (2017)
Lessons from using iPads to understand young children's creativity
Arnott Lorna, Grogan Deirdre, Duncan Pauline
Creativity and EducationCreativity and Education, (2017)

more publications

Teaching

Lorna’s teaching generally covers:

  • Early Years Education
  • Research Methods

Lorna most often teaches on the BA Childhood Practice, Master's of Education, PGDE . She also contributes to the Nursery Placement module as part of the BA (Hons) Education.  Lorna is also interested in delivering research methods training, particularly in relation to qualitative approaches and contributes to both practice-based and academic research training. 

Lorna currently supervises PGR students at Masters, PhD and Ed.D level.

 

Research interests

Lorna’s research explores young children’s social experiences with technology.  Her work attempts to understand how the preschool environment and culture, the children and the artefacts contribute to children’s interactions and social experiences.  She is interested in a broader definition of technology which moves beyond the computer towards exploring technological toys, both digital and non-screen based.  Lorna has a further interest in exploring perceptions of technological artefacts in early years settings and how they can be integrated into the playroom.  More recent work begins to explore creativity and creative thinking around non-screen based technologies.

Professional activities

British Journal of Educational Technology (Journal)
Guest editor
1/9/2017
Journal of Computer Assisted Learning (Journal)
Peer reviewer
2016
International Journal of Early Years Education (Journal)
Associate Editor
2016
Global Studies of Childhood (Journal)
Peer reviewer
10/2015
External Examiner BA (Hons) Education Studies and Early Years
External Examiner
1/10/2015
2nd Strathclyde Early Years Educational Research Conference
Organiser
12/9/2015

more professional activities

Projects

Enhancing Early Years KE in Research and Practice
Arnott, Lorna (Principal Investigator) Grogan, Deirdre (Principal Investigator)
Seminar and webinar series for early years professionals with leading scholars presenting from across the world.
Period 01-Sep-2015 - 30-Jun-2016
BTG- Piloting Self-Initiated Video Reflections for Exploring Creativity in Playful Environments
Arnott, Lorna (Principal Investigator) Grogan, Deirdre (Principal Investigator)
This Bridging the Gap (BTG) study investigates creativity through the concept of play. It aims to understand how creativity emerges through playful environments and will compare early years children (aged 3-5) in formal educational settings with adults in the work place. It offers two unique perspectives. First, it compares the creativity of adults with early years children, which has not been achieved before. Second, it explores how new interactive technologies (user-friendly self-initiated video diaries for individuals of any age) can be used for collecting data about creativity. This pilot study will inform a larger project, which will develop a conceptual framework for understanding how creativity emerges through play.
Period 01-Jan-2013 - 31-Jul-2013

more projects