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Digital play : What do early childhood teachers see?
Edwards, Susan Nuttall, Joce Mantilla, Ana Wood, Elizabeth
Edwards, Susan
Nuttall, Joce
Mantilla, Ana
Wood, Elizabeth
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Author
Edwards, Susan
Nuttall, Joce
Mantilla, Ana
Wood, Elizabeth
Nuttall, Joce
Mantilla, Ana
Wood, Elizabeth
Abstract
In this chapter, we argue that early childhood technology research would benefit from a critical approach to education technology by refocussing attention on the context and the state of the actual in early childhood education, instead of focussing only on the effects of technologies on early education. We begin by considering the evidence researchers have about what technologies young children use and where they are most likely to use technologies. We introduce into this discussion the questions that arise for teachers out of the intertextual relationship between technologies, digital media, and popular-consumerist culture. We then report on a recent study where we worked with preschool teachers in Melbourne, Australia, to understand how they recognized and interpreted the relationship between technologies, media, and popular culture in terms of children’s play and the implications of these interpretations for their thinking about children’s learning.
Keywords
Date
2015
Type
Book chapter
Journal
Book
Volume
Issue
Page Range
69-84
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
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DOI
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Open Access Status
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Controlled