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|Title:||Utilising the Digital Play Framework to support early childhood educators and children’s learning||Contributor(s):||Bird, Jo (author) ; Rogers, Margaret (author)||Publication Date:||2018||Open Access:||Yes||Handle Link:||https://hdl.handle.net/1959.11/26281||Open Access Link:||https://www.une.edu.au/__data/assets/pdf_file/0007/229192/Volume-2-Issue-2.pdf||Abstract:||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.||Publication Type:||Journal Article||Source of Publication:||Linking Research to the Practice of Education, 2(2), p. 2-5||Publisher:||School of Education, University of New England||Place of Publication:||Armidale, Australia||ISSN:||2207-5151||Field of Research (FOR):||130313 Teacher Education and Professional Development of Educators||HERDC Category Description:||C3 Non-Refereed Article in a Professional Journal||Other Links:||https://www.une.edu.au/about-une/faculty-of-humanities-arts-social-sciences-and-education/school-of-education/research/school-of-education-research-newsletters|
|Appears in Collections:||Journal Article|
School of Education
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