Bird, Jo

Rogers, Margaret

2018

Technologies are now ubiquitous in early childhood and current literature is illustrating how they can enhance children's learning (McKnight, O'Malley, Ruzic, Horsley, Franey & Bassett, 2016). Additionally, children show a great deal of interest in digital technologies, but many educators struggle with understanding children’s use of the various devices and knowing ways to support their learning around the technologies. Presented in the literature is the belief that technologies are the opposite to play-based learning, but the framework presented in this study demonstrates how children learn to use technologies through play. Many of the skills children develop through technology play, are those emphasised for 21st century learners as revealed in technology research. Therefore, building educators understanding of how children use technologies can flow on to increasing the provision and support for children’s technological learning.

Linking Research to the Practice of Education, 2(2), p. 2-5

2207-5151

https://hdl.handle.net/1959.11/26281

en

University of New England, School of Education

Utilising the Digital Play Framework to support early childhood educators and children’s learning

Journal Article

Publication