Understanding digital technologies and young children [electronic book] : an international perspective / edited by Susanne Garvis and Narelle Lemon.
Contributor(s): Garvis, Susanne [editor]
| Lemon, Narelle [editor].
Material type: 
BookPublisher: Abingdon, Oxon ; New York : Routledge, 2016Copyright date: ©2016Description: online resource (xiv, 169 pages) : illustrations.Content type: text Media type: computer Carrier type: online resourceISBN: 9781138804418 (paperback); 9781138804401 (hardback); 9781317619796 (e-book) :; 9781317619802 (e-book) .Subject(s): Early childhood education -- Computer-assisted instruction | Children -- Effect of technological innovations on | Child development | Computers and childrenAdditional physical formats: Print version: Understanding digital technologies and young children : an international perspective.DDC classification: 004.083 Online resources: E-book Also available in print form.| Item type | Current library | Call number | Status | Notes | Date due | Barcode | Item holds |
|---|---|---|---|---|---|---|---|
| e-BOOK | MTU Bishopstown Library eBook | 004.083 (Browse shelf(Opens below)) | Not for loan | MTU Cork Module EDUC7024 - Recommended reading. MTU Cork Module EDUC7013 - Recommended reading. |
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Enhanced descriptions from Syndetics:
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.
Includes bibliographical references and index.
Composing an email: social interaction in a preschool classroom -- Technology and literacy in the early years: framing young children's meaning-making with new technologies -- Digital technology and young children's narratives -- Young children's internet cognition -- Young children's photographing their learning to share their lived experiences of the learning environment -- Shared curiosity, technology and mathematics: exploring transitions between two and three dimensions -- "I think it should be a little kind of exciting": a technology-mediated story-making activity in early childhood education -- Multimodal meaning-making for young children: partnerships through blogging -- Availability and use of personal computers in German kindergartens - preconditions and influences -- iPlay, iLearn, iGrow: tablet technologies, curriculum, pedagogies and learning in the twenty-first century -- The tablet computer as a mediational means in a preschool art activity -- Beginning the conversations about young children's engagement with technology in contemporary times.
MTU Cork Module EDUC7024 - Recommended reading.
MTU Cork Module EDUC7013 - Recommended reading.
Also available in print form.
Electronic reproduction.: ProQuest LibCentral. Mode of access: World Wide Web.
Table of contents provided by Syndetics
- List of extracts (p. vii)
- List of figures (p. viii)
- List of tables (p. x)
- List of contributors (p. xi)
- Introduction (p. 1)
- 1 Composing an email: Social interaction in a preschool classroom (p. 5)
- 2 Technology and literacy in the early years: Framing young children's meaning-making with new technologies (p. 18)
- 3 Digital technology and young children's narratives (p. 28)
- 4 Young children's internet cognition (p. 38)
- 5 Young children photographing their learning to share their lived experiences of the learning environment (p. 46)
- 6 Shared curiosity, technology and mathematics: Exploring transitions between two and three dimensions (p. 59)
- 7 "I think it should be a little kind of exciting": A technology-mediated story-making activity in early childhood education (p. 74)
- 8 Multimodal meaning-making for young children: Partnerships through Hogging (p. 92)
- 9 Availability and use of personal computers in German kindergartens - preconditions and influences (p. 112)
- 10 iPlay, iLeam, iGrow: Tablet technologies, curriculum, pedagogies and learning in the twenty-first century (p. 122)
- 11 The tablet computer as a mediational means in a preschool art activity (p. 139)
- 12 Beginning the conversations about young children's engagement with technology in contemporary times (p. 155)
- Index (p. 166)
Author notes provided by Syndetics
Susanne Garvis is Professor of Child and Youth Studies at the University of Gothenburg, Sweden.Narelle Lemon is a Senior Lecturer in Curriculum Studies at La Trobe University, Melbourne, Australia.