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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/21473
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dc.contributor.authorBird, Joen
local.source.editorEditor(s): Lorna Arnotten
dc.date.accessioned2017-07-13T16:30:00Z-
dc.date.issued2017-
dc.identifier.citationDigital Technologies and Learning in the Early Years, p. 101-113en
dc.identifier.isbn9781412962438en
dc.identifier.isbn9781412962421en
dc.identifier.urihttps://hdl.handle.net/1959.11/21473-
dc.description.abstractThis chapter will explore children's engagement with digital technologies in early childhood educational settings. The traditional practices in early childhood education are often seen at odds with digital technologies and therefore digital technologies are restricted and sometimes removed altogether (Lindahl and Folkesson, 2012). Children's experiences with digital technologies have been supported by parents and policy makers who view technological competencies as an essential skill for future success. This has resulted in digital technologies being viewed as 'an integral part of educational provision for young children in affluent nations' (Stephen and Plowman, 2014: 330). This chapter aims to affirm children's technological play as 'real play' with the potential to extend children's learning. Based on research conducted in two early childhood settings, the findings illustrate how children engaged with the provided digital technologies in settings that valued play as the way children learn (Wood, 2013). Changing the way children's engagement with digital technologies is viewed can help to develop new practices, which focus on the possibilities for learning 'with digital technologies and their potential for teaching children.en
dc.languageenen
dc.publisherSage Publications Ltden
dc.relation.ispartofDigital Technologies and Learning in the Early Yearsen
dc.relation.isversionof1en
dc.titleChildren's Responses to Working and Non-Working Technologiesen
dc.typeBook Chapteren
dc.subject.keywordsEarly Childhood Education (excl. Maori)en
local.contributor.firstnameJoen
local.subject.for2008130102 Early Childhood Education (excl. Maori)en
local.subject.seo2008970110 Expanding Knowledge in Technologyen
local.subject.seo2008970113 Expanding Knowledge in Educationen
local.profile.schoolSchool of Educationen
local.profile.emailjbird21@une.edu.auen
local.output.categoryB1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20170524-102518en
local.publisher.placeLondon, United Kingdomen
local.identifier.totalchapters10en
local.format.startpage101en
local.format.endpage113en
local.peerreviewedYesen
local.contributor.lastnameBirden
dc.identifier.staffune-id:jbird21en
local.profile.orcid0000-0002-3345-1815en
local.profile.roleauthoren
local.identifier.unepublicationidune:21664en
dc.identifier.academiclevelAcademicen
local.title.maintitleChildren's Responses to Working and Non-Working Technologiesen
local.output.categorydescriptionB1 Chapter in a Scholarly Booken
local.relation.urlhttp://trove.nla.gov.au/version/246268218en
local.search.authorBird, Joen
local.uneassociationUnknownen
local.year.published2017en
local.fileurl.closedpublishedhttps://rune.une.edu.au/web/retrieve/066676bd-8042-47b4-866d-e01785174a7een
local.subject.for2020390302 Early childhood educationen
local.subject.seo2020280109 Expanding knowledge in educationen
local.subject.seo2020280114 Expanding knowledge in Indigenous studiesen
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