Educators and Children Perceiving Affordance with Working Technologies in Early Childhood Settings

Title
Educators and Children Perceiving Affordance with Working Technologies in Early Childhood Settings
Publication Date
2019
Author(s)
Bird, Jo
( author )
OrcID: https://orcid.org/0000-0002-3345-1815
Email: jbird21@une.edu.au
UNE Id une-id:jbird21
Editor
Editor(s): Arthur Tatnall
Type of document
Book Chapter
Language
en
Entity Type
Publication
Publisher
Springer
Place of publication
Cham, Switzerland
DOI
10.1007/978-3-319-60013-0
UNE publication id
une:1959.11/28124
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.
Link
Citation
Encyclopedia of Education and Information Technologies, p. 1-5
ISBN
9783030105754
9783319600130
Start page
1
End page
5

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