Embedding educational technologies in early years education

Jack, Christine; Higgins, Steve

doi:10.25304/rlt.v27.2033

Cited by 30 publications

(22 citation statements)

References 22 publications

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“…If they are not working properly or if there is limited on-site support, then despite teachers’ attitudes, technology might be used in a restricted way (Instefjord and Munthe, 2017). Furthermore, Jack and Higgins (2019) found in their survey in the United Kingdom that early years practitioners are accessing a wider range of technologies than has previously been reported and that technology is physically embedded in early years education and being used in more pedagogically appropriate ways than it was in the past.…”

Section: The Mental Space Of Educational Technology In Early Childhoomentioning

confidence: 99%

“…The pedagogical value of educational technology has now moved from the simple use in free play or teaching children how to use technological devices (Jack and Higgins, 2019). It is now considered as a multifunctional and dynamic tool that can be used across the early years curriculum in open and exploratory ways where children become co-constructors of their learning process (Palaiologou, 2014).…”

Section: The Materials Space Of Educational Technology In Early Childhmentioning

confidence: 99%

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The relational space of educational technology: Early childhood students’ views

Demetriou

Nikiforidou

2019

Global Studies of Childhood

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The aim of this article is to explore early childhood students’ views on how variations in educational technology might impact young children’s learning experiences in the classroom. Initially, a meta-analysis of 33 studies was carried out in order to identify how technology is positioned in children’s lives (m = 4.8 years), identifying two key dimensions: one, regarding aspects of children’s learning and, the other, regarding their personal development. At a second stage, two online vignettes, informed by the meta-analysis findings, were completed by 45 university students studying early childhood studies (N = 45). Participants’ understandings of the interplay between the First Space (material space) and the Second Space (mental space based on perceptions and attitudes) were explored from the perspective of Soja’s Third Space which combines both First and Second Spaces. Data show that alterations in the First Space influence participants’ opinions on the relationship between technology and children’s learning and development. The implications of this study reflect the complexity of educational technology in early years settings where both First and Second Spaces play a significant role and provides the opportunity to implement a spatial perspective on how practitioners can become navigators, transformers and constructors of their own technological praxis and practice.

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Section: The Mental Space Of Educational Technology In Early Childhoomentioning

confidence: 99%

Section: The Materials Space Of Educational Technology In Early Childhmentioning

confidence: 99%

The relational space of educational technology: Early childhood students’ views

Demetriou

Nikiforidou

2019

Global Studies of Childhood

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“…Educational mobile applications of solving math tasks, acquiring alphabet and vocabulary knowledge, and phonetic skills specific to different learning age groups have been advocated as useful tools for children’s learning of these skills (Fabian & Topping, 2019; Jack & Higgins, 2019; Stamatios & Michail, 2020; Sung et al., 2016). For example, Lauricella et al.…”

Section: Introductionmentioning

confidence: 99%

An Interactive Pedagogy in Mobile Context for Augmenting Early Childhood Numeric Literacy and Quantifying Skills

Mowafi

Abumuhfouz

2020

Journal of Educational Computing Research

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Mobile learning techniques have brought the potential of scaffolding information in real-world context that allows learners to interact more actively with their learning content. In this study, we present an interactive learning approach that allows learners to interact with their learning content in real-world context. With learning environment and tasks aligned to the learning content and outcomes, we have developed a mobile application for preschool children to experience their own learning environment using an interactive learning approach and mobile technologies Quick Response codes for learning counting and quantifying skills. The learning content is delivered to learners based on an interactive learning path and the assessment of the learners’ progress to further learning. We evaluate the learning approach in a group of 34 preschool children between 3 and 5 years old, divided into intervention and control group. The intervention group were engaged in numeric learning tasks using the interactive learning approach in mobile context. The control group were engaged in learning activities according to the preschool existing program’s pedagogical curriculum. Pre and post-test learning progress assessment related to the mathematical domain indicate that children from the experimental group performed better than the comparison group after four-month intervention period.

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“…In fact, the incorporation of web applications in the classroom positively influences the teaching-learning process (Jack & Higgins, 2019;Scardamalia & Bereiter, 2014). Due to technological advances, teachers have the possibility to use a wide variety of educational applications on the Internet (Hughes & Dobbins, 2015;Marcel, 2019;Spector, 2014).…”

Section: Introductionmentioning

confidence: 99%

Impact of the Web Application for the Educational Process on the Compound Interest Considering Data Science

Salas-Rueda¹,

Salas-Rueda²,

Salas-Rueda³

2020

Turkish Online Journal of Distance Education

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This quantitative research analyzes the impact of the Web Application for the Educational Process on Compound Interest (WAEPCI) considering the machine learning and data science. The sample is composed of 46 students who studied the Financial Mathematics course in a Mexican university during the 2017 school year. WAEPCI presents the calculation of the Compound Interest and Compound Amount over a period of four years through the data simulation. The results of the machine learning (linear regression) indicate that WAEPCI positively influences the assimilation of knowledge and development of mathematical skills on the Compound Interest and Compound Amount. Data science establishes 4 predictive models on the use of WAEPCI in the educational process by means of the decision tree technique. The construction of web applications facilitates the active role of students, improves the assimilation of knowledge and allows the development of skills. Finally, WAEPCI improves the teaching-learning conditions on Financial Mathematics through the data simulation.

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Embedding educational technologies in early years education

Cited by 30 publications

References 22 publications

The relational space of educational technology: Early childhood students’ views

The relational space of educational technology: Early childhood students’ views

An Interactive Pedagogy in Mobile Context for Augmenting Early Childhood Numeric Literacy and Quantifying Skills

Impact of the Web Application for the Educational Process on the Compound Interest Considering Data Science

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