The Routledge International Handbook of Learning with Technology in Early Childhood
Nonfiction, Reference & Language, Education & Teaching
| Author: | ISBN: | 9781351389853 | |
| Publisher: | Taylor and Francis | Publication: | March 4, 2019 |
| Imprint: | Routledge | Language: | English |
| Author: | |
| ISBN: | 9781351389853 |
| Publisher: | Taylor and Francis |
| Publication: | March 4, 2019 |
| Imprint: | Routledge |
| Language: | English |
The Routledge International Handbook of Learning with Technology in Early Childhood focuses specifically on the most cutting-edge, innovative and international approaches in the study of children’s use of and learning with digital technologies.
This edited volume is a comprehensive survey of methods in children’s technologies and contains a rich repertoire of studies from diverse fields and research, including both educational and developmental psychology, post-humanist literacy, applied linguistics, language and phenomenology and narrative approaches.
For ease of reference, the Handbook's 28 chapters are divided into four thematic sections:
- introduction and opening reflections;
- studies answering ontological questions, which theorize how children take on original identities in becoming literate with technologies;
- studies answering epistemological questions, which focus on how children’s knowledge and learning are (co)constructed with a diverse range of technologies;
- studies answering practice-related questions, which explore the resources and conditions that create the most powerful learning opportunities for children.
Expertly edited, this interdisciplinary and international compendium is an ideal introduction to such a diverse, multi-faceted field.
The Routledge International Handbook of Learning with Technology in Early Childhood focuses specifically on the most cutting-edge, innovative and international approaches in the study of children’s use of and learning with digital technologies.
This edited volume is a comprehensive survey of methods in children’s technologies and contains a rich repertoire of studies from diverse fields and research, including both educational and developmental psychology, post-humanist literacy, applied linguistics, language and phenomenology and narrative approaches.
For ease of reference, the Handbook's 28 chapters are divided into four thematic sections:
- introduction and opening reflections;
- studies answering ontological questions, which theorize how children take on original identities in becoming literate with technologies;
- studies answering epistemological questions, which focus on how children’s knowledge and learning are (co)constructed with a diverse range of technologies;
- studies answering practice-related questions, which explore the resources and conditions that create the most powerful learning opportunities for children.
Expertly edited, this interdisciplinary and international compendium is an ideal introduction to such a diverse, multi-faceted field.
