Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/28124
Title: Educators and Children Perceiving Affordance with Working Technologies in Early Childhood Settings
Contributor(s): Bird, Jo  (author)orcid 
Publication Date: 2019
Early Online Version: 2019-09-24
DOI: 10.1007/978-3-319-60013-0
Handle Link: https://hdl.handle.net/1959.11/28124
Field of Research (FoR) 2008: 130102 Early Childhood Education (excl. Maori)
Field of Research (FoR) 2020: 390302 Early childhood education
Socio-Economic Objective (SEO) 2008: 970110 Expanding Knowledge in Technology
Socio-Economic Objective (SEO) 2020: undefined
Abstract: The range of digital technologies available in early childhood education (ECE) settings for children birth to 5 years has increased over the last decade. While somewhat limited literature exists across the ECE field, researchers have now begun to explore how children engage with technologies, rather than concentrate solely on the quantifying screen time exposure and impacts (Bird and Edwards 2015; Marsh et al. 2016). More specifically exploring how young children engage with provided technologies provided in ECE settings will increase the practitioner’s knowledge base and effectively promote children’s learning with technology devices. The types of technologies provided for children’s use are detailed below, along with professional learning, the perceived affordances with devices, how children respond to provided technologies, and a discussion on the effect of changing perceived affordances.
Publication Type: Book Chapter
Source of Publication: Encyclopedia of Education and Information Technologies, p. 1-5
Publisher: Springer International Publishing
Place of Publication: Cham, Switzerland
ISBN: 9783030105754
9783319600130
HERDC Category Description: B1 Chapter in a Scholarly Book
Editor: Editor(s): Arthur Tatnall
Appears in Collections:Book Chapter
School of Education

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