Understanding Digital Technologies and Young Children explores the possibilities digital technology brings to enhance the learning and developmental needs of young children.
Globally, the role of technology is an increasingly important part of everyday life. In many early childhood education frameworks and curricula around the world, there is an expectation that children are developing skills to become effective communicators and are using digital technology to investigate their ideas and represent their thinking. This means that educators throughout the world are expected to actively enhance children’s learning in ways that provide learning experiences with technology that are balanced and purposeful to allow the transformation of traditional authentic learning experiences. Digital technologies can be used to explore, manipulate, discover, play and interact with real and imaginative worlds to allow active meaning making.
With a wide range of expert contributors, this book provides a comprehensive examination of the current research on technology and young children and the importance of engagement for learning. This approach encourages the reader to rethink the possibilities and potential of digital technologies for learning in the early years, especially in the years before formal schooling when children might be attending early childhood settings.
This will be a valuable reference for anyone looking for an international perspective on digital technology and young children, and is particularly aimed at current and future teachers.
Table of Contents
1. Composing an email: Social interaction in a preschool classroom Susan Danby, Christina Davidson, Lisa Given, Karen Thorpe 2. Technology and Literacy in the Early Years: framing young children’s meaning-making with new technologies Cathy Burnett, Karen Daniels 3. Digital technology and young children’s narratives Susanne Garvis 4. Young children’s internet cognition Susan Edwards, Helen Skouteris, Andrea Nolan, Michael Henderson 5. Young children photographing their learning to share their lived experiences of the learning environment Narelle Lemon 6. Shared Curiosity, Technology and Mathematics: Exploring Transitions Between Two and Three Dimensions Geir Olaf Pettersen, Monica Volden, Elin Eriksen Ødegaard 7. "I think it should be a little kind of exciting": A technology-mediated story-making activity in early childhood education Ewa Skantz Åberg, Annika Lantz-Andersson, Niklas Pramling 8. Multimodal meaning-making for young children: Partnerships through blogging Marni J. Binder, Reesa Sorin, Jason Nolan, Sarah Chu 9. Availability and use of personal computers in German kindergartens – preconditions and influences Martina Endepohls-Ulpe, Claudia Quaiser-Pohl, Christine Deckers 10. iPlay, iLearn, iGrow: Tablet technologies, curriculum, pedagogies and learning in the 21st century Nicola Yelland 11. The tablet computer as a mediational means in a preschool art activity Malin Nilsen, Mona Lundin, Cecilia Wallerstedt, Niklas Pramling 12. Beginning the conversations about young children's engagement with technology in contemporary times Karen McLean, Susan Edwards
Susanne Garvis is a Professor of child and youth studies at the University of Gothenburg, Sweden.
Narelle Lemon is a Senior Lecturer at La Trobe University, Melbourne, Australia.