The Routledge International Handbook of Learning with Technology in Early Childhood最新文献_第2页

Young children’s home technology use 幼儿家庭科技使用

The Routledge International Handbook of Learning with Technology in Early Childhood Pub Date : 2019-02-12 DOI: 10.4324/9781315143040-14

Joanne Orlando

引用次数: 0

Critical visual discourse analysis 批判性视觉话语分析

The Routledge International Handbook of Learning with Technology in Early Childhood Pub Date : 2019-02-12 DOI: 10.4324/9781315143040-27

Peggy Albers, V. Vasquez, Jerome C. Harste

引用次数: 1

Using tablet technology in preschool and early kindergarten for the identification of children at risk for reading difficulties 在学前班和幼儿园早期使用平板电脑技术来识别有阅读困难风险的儿童

The Routledge International Handbook of Learning with Technology in Early Childhood Pub Date : 2019-02-12 DOI: 10.4324/9781315143040-28

Sibylla Leon Guerrero, O. Ozernov-Palchik, Michelle Gonzalez, J. Zuk, N. Gaab

{"title":"Using tablet technology in preschool and early kindergarten for the identification of children at risk for reading difficulties","authors":"Sibylla Leon Guerrero, O. Ozernov-Palchik, Michelle Gonzalez, J. Zuk, N. Gaab","doi":"10.4324/9781315143040-28","DOIUrl":"https://doi.org/10.4324/9781315143040-28","url":null,"abstract":"In 2016, approximately 3.8 million children in the United States entered public school kindergartens ( NCES, 2016 ) joining the estimated 656 million children of primary-school age worldwide ( United Nations Department of Economic and Social Affairs, 2017 ), where they embarked on a journey of learning to read and write, skills that will carry them through high school and beyond. For up to 20% of these children across different languages and countries, this journey carries with it a risk of school failure due to an inability to learn to read as expected ( Brunswick et al., 2010 ; Elliott & Grigorenko, 2014 ; Görker et al., 2017 ; Shaywitz et al., 1990 ; Ziegler & Goswami, 2005 ). Intervention research demonstrates that targeted, evidence-based programs in kindergarten and fi rst grade can substantially improve reading outcomes for those children who require intensive intervention in order to become successful readers (e.g. Catts et al., 2015 ; Fricke et al., 2013 ; Hatcher et al., 1994 ; Hatcher et al., 2004 ; Torgesen, 2000 ; Vellutino et al., 2004 ). However, preand beginning readers are not routinely screened for risk in part due to the formidable logistical and fi nancial challenges of providing millions of children with a full clinical assessment of the language and cognitive skills that are precursors to reading. One solution to the impracticality of administering a full diagnostic assessment to every child is a rapid screener that would identify children with an elevated risk of reading failure. Such a screener would provide a systematic and reliable basis for close monitoring and evidence-based instruction within a general education setting. Further, a screener that pointed to resources, teacher-training opportunities and evidence-based instructional strategies could aid parents, daycare providers and teachers to address weaknesses in the component skills of reading before or without formal diagnosis. In the following sections, we fi rst describe the research on reading demonstrating that early screening is not only feasible but also necessary in order to prevent reading failure. Next, we outline the critical components of a high-quality screening tool for early reading risk and describe the","PeriodicalId":227996,"journal":{"name":"The Routledge International Handbook of Learning with Technology in Early Childhood","volume":"277 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133870682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Materialities, multiliteracies and makerspaces 物质、多元文化和创客空间

The Routledge International Handbook of Learning with Technology in Early Childhood Pub Date : 2019-02-12 DOI: 10.4324/9781315143040-18

Aspa Baroutsis, A. Woods

{"title":"Materialities, multiliteracies and makerspaces","authors":"Aspa Baroutsis, A. Woods","doi":"10.4324/9781315143040-18","DOIUrl":"https://doi.org/10.4324/9781315143040-18","url":null,"abstract":"With increasing digitization and multimodality within society, text production forms a key element of what it means to be literate in today’s literate culture – interactions between children and young people and digital texts, tools and resources are embedded in everyday practices. This shift – along with changes to work practices and the economy - has also resulted in text production becoming a more collaborative practice. When we think about literacies for current times – we usually think about multimodality and digital technologies. \u0000 \u0000Digital tools, resources and technologies have had a radical effect on how we produce texts, how we communicate with each other, the kinds of interactions we can have – the very social organization of the spaces in which we engage. When we acknowledge this, we are acknowledging that everyday life involves an entanglement of social with material; human with non-human; technological and non-technological. These sociomaterial ways of thinking challenge our preoccupation with single individuals using literacy tools (Fenwick, Edwards, & Sawchuk 2011) whether traditional print or digital in order to get things done. \u0000 \u0000From this way of thinking, ‘technology’ in whatever form is valuable, meaningful and worth studying as people actually engage with it to get things done. But we move beyond being interested just in what a young child can ‘do’ with technology toward thinking about how the material as well as the discursive and the virtual works with the human and non-human world. It is this decoupling of knowing and action from a strictly human centred ‘being’ or ontology that is a key contribution of sociomaterial theories (Fenwick, Edwards, & Sawchuk 2011). \u0000 \u0000In this chapter we consider literacies and learning to be literate for current times and thinking, and then present data from one study of how children learn to write and produce texts in their early school years. We highlight data collected as part of one design-based research project from this larger study, where teachers and researchers worked together to plan and implement a series of lessons which began with opportunities for children to engage in makerspace activities, before moving to produce texts in other modes. We are particularly interested in the materiality of these activities and how they shifted the roles of children and adults in the classroom space.","PeriodicalId":227996,"journal":{"name":"The Routledge International Handbook of Learning with Technology in Early Childhood","volume":"2016 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130950524","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

From cutting out to cutting with 从切割到切割

The Routledge International Handbook of Learning with Technology in Early Childhood Pub Date : 2019-02-12 DOI: 10.4324/9781315143040-12

K. Wohlwend, J. Thiel

引用次数: 5

Student generated visual narratives 学生生成的视觉叙事

The Routledge International Handbook of Learning with Technology in Early Childhood Pub Date : 2019-02-12 DOI: 10.4324/9781315143040-21

N. Lemon

引用次数: 0

The pros and cons of using display capture technology for data collection with young children 使用显示捕捉技术收集幼儿数据的利弊

The Routledge International Handbook of Learning with Technology in Early Childhood Pub Date : 2019-02-12 DOI: 10.4324/9781315143040-3

Garry Falloon

引用次数: 0

Arts-based methods 其方法

The Routledge International Handbook of Learning with Technology in Early Childhood Pub Date : 2019-02-12 DOI: 10.4324/9781315143040-22

Linda Knight

{"title":"Arts-based methods","authors":"Linda Knight","doi":"10.4324/9781315143040-22","DOIUrl":"https://doi.org/10.4324/9781315143040-22","url":null,"abstract":"The mass availability of digital media in homes and educational sites across the globe has offered new possibilities for play, and for learning. Digital media appears in many of the spaces children inhabit, including formal learning spaces such as schools, kindergartens, day-care centres. Very young children learn basic skills such as reading, writing, music, drawing, numeracy and science concepts through digitally-based educational toys, they participate in digital media play and learning sessions, and young children learn coding through robotics tasks. For children who have access, digital media can come to form a large part of their daily activity, especially when schooling embeds digital media use in teaching and learning activities. This new vision of childhood is both exciting and terrifying, and full of possibility for researchers to assess the impacts and effects of children’s access and use of digital media in their everyday lives. The rapid change that digital media and technologies more broadly have brought to childrens' lives in a very short time, mean there is uncertainty about the many impacts this exposure may have and how they will emerge in the long term. Research into digital media in early childhood recognises that ‘digital technologies have a role to play in developing children’s identity as effective learners in the classroom’ (Flewitt et al. 2015, p. 305) however more research is needed to understand the impact digital media use is having on young children across their lives and learning. Children’s digital media use is a new and growing area of research, and researchers are keen to examine its use by young children in different contexts. Researchers are also keen to use innovative and creative methods and procedures for undertaking their investigations to allow for more nuanced data types, and more nuanced findings and outputs. This chapter examines the potential of arts-based methods for researching the uses of digital media by young children. The chapter will assert the difference between research that looks at children’s digital art, and research that uses arts-based methods to investigate a wide range of topics. Recent research into children’s digital media use is initially discussed to highlight some of the main issues and phenomena researchers focus on, and the methods that are commonly used. This is followed by one articulation of how a research project might extend on the usual methods and employ arts-based methods in digital media research, and how arts-based research can produce useful and meaningful data that can be used singly, or in combination with other forms of data.","PeriodicalId":227996,"journal":{"name":"The Routledge International Handbook of Learning with Technology in Early Childhood","volume":"476 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132886170","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Research with children with special educational needs 研究有特殊教育需要的儿童

The Routledge International Handbook of Learning with Technology in Early Childhood Pub Date : 2019-02-12 DOI: 10.4324/9781315143040-19

M. Allen, S. Yau

引用次数: 1

Head mounted, chest mounted, tripod or roaming? 头戴式、胸装式、三脚架式还是漫游式?

The Routledge International Handbook of Learning with Technology in Early Childhood Pub Date : 2019-02-12 DOI: 10.4324/9781315143040-26

Lucy Caton, Abigail Hackett

引用次数: 3