Book Review: Always Connected: The New Digital Media Habits of Young Children

Gunders, Lisa

doi:10.1177/1329878x1114000131

Cited by 3 publications

(3 citation statements)

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“…However, in the context of this study, the term 'young children' is synonymous with children aged from zero to 6 years and in particular references the 'dearth of research into the digital play experiences of children aged 0-5 years' (Plowman, McPake & Stephen 2008). Information and communication technology (ICT) includes various mobile and desktop systems, as well as interactive toys (O'Hara 2011), and world wide web-enabled technology that act as outlets for the consumption on interactive media and related popular culture by young children (Gutnick et al 2011).…”

Section: Introductionmentioning

confidence: 99%

Early childhood development teachers’ perceptions on the use of technology in teaching young children

Ogegbo

Aina²

2020

South African Journal of Childhood Education

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Background: Although technology plays a significant role in the development and learning of young children, early childhood development (ECD) practitioners are often under-informed and lack confidence in using information and communications technology (ICT).Aim: Understanding ECD teachers' acceptance of technology usage is crucial to the implementation and integration of ICT resources. This study examines the perceptions of ECD teachers regarding the use of technology in South Africa's early childhood classrooms.Setting: A sample of eight Grade R teachers was conveniently and purposefully selected from inner-city ECD centres in Pretoria, South Africa.Methods: A qualitative research methodology was used. Data were collected by using semistructured interviews and classroom observation. This study is grounded in the extended technology acceptance model. Results:It was found that the teachers understood the advantage of technology incorporation in early childhood education and also have a positive mind-set about the use of ICT in teaching and learning in early years. However, the acceptance level of ICT use by these teachers appear to be low because of barriers such as poor parental and school support towards technology use, lack of technological resources, teachers' poor knowledge and lack of practical training on the use of developmentally appropriate technology for children as claimed by the teachers. Conclusion:Despite this positive belief and attitude towards ICT use for supporting playful learning and child's development in young children outside the classroom, teachers are less inclined to using ICT in teaching and play activities in their classrooms.

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Section: Introductionmentioning

confidence: 99%

Early childhood development teachers’ perceptions on the use of technology in teaching young children

Ogegbo

Aina²

2020

South African Journal of Childhood Education

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“…In a summary, Gutnick et al conclude that television still remains a leading medium (Gutnick et al, 2011; see also MPFS -Medienpädagogischer Forschungsverbund Südwest, 2014a, p. 73). However, they note a change around the age of about 8, when children increasingly explore digital and especially mobile media.…”

Section: 1 1 Usage Experiencementioning

confidence: 99%

Early Computer Science Education – Goals and Success Criteria for Pre-Primary and Primary Education

Bergner¹,

Koster²,

Magenheim³

et al. 2023

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“…According to research, parental socioeconomic status such as education, income, occupation, and home resources are powerful predictors of students achievement (Bradley & Corwyn, 2002;Dahl & Lochner, 2005;Davis-Kean, 2005;Sirin, 2005). Nowadays, considering technology developments students are spending more time with digital media such as tablets and smartphones (Gutnick et al, 2011;Rideout et al, 2010). To that end, parents are reported to accept this behavior and approve of their children spending time in digital media because the underlying assumption is that by doing so students will become proficient in computers and technology and this is an important competence for academic and carrier development in the world of technology (Takeuchi, 2011).…”

Section: Home Resources For Learningmentioning

confidence: 99%

Kosovar Students’ Performance in the 2019 TIMSS Assessment: Why School and Home Resources Drive Achievement?

Shala

2023

International Journal of Educational Reform

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Results of the TIMSS 2019 reveal that Kosovar students have lower achievement levels in both mathematics and science. In understanding this gap in achievement, it is of value to take a closer look at factors that may influence student learning. Results of this analysis reveal that factors such as home and school resources influence achievement with students who report more home resources and attend high-resource schools outperforming other groups of students. Student perceptions of their learning also shaped achievement with students performing higher when they had higher levels of confidence and preference for the subjects.

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Book Review: Always Connected: The New Digital Media Habits of Young Children

Cited by 3 publications

References 0 publications

Early childhood development teachers’ perceptions on the use of technology in teaching young children

Early childhood development teachers’ perceptions on the use of technology in teaching young children

Early Computer Science Education – Goals and Success Criteria for Pre-Primary and Primary Education

Kosovar Students’ Performance in the 2019 TIMSS Assessment: Why School and Home Resources Drive Achievement?

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