Toys or Tools?

McGlynn-Stewart, Monica; MacKay, Tiffany; Gouweleeuw, Brooke; Hobman, Lisa; Maguire, Nicola; Mogyorodi, Emma; Ni, Vicki

doi:10.4018/978-1-5225-2122-8.ch006

Cited by 5 publications

(2 citation statements)

References 11 publications

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“…We echo Braverman (2016) who suggests that teachers who actively avoid digital technology in the classroom may exacerbate the disparity between haves and have-nots and leave some students without opportunities to develop digital literacy skills. When tablets are used in classrooms, children who come from homes where digital technology is scarce or Internet connection is unreliable have opportunities to engage with digital technology and develop digital literacy skills McGlynn-Stewart et al, 2017;Verhallen & Bus, 2010).…”

Section: Inclusivity For English Language Learnersmentioning

confidence: 99%

Digital technology in the early years: A reflection of the literature

Teichert

Salman

2023

mje

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Early childhood education is rooted in developmentally appropriate practice and play-based learning curricula. In the 21st century, practitioners experience tensions when they are unsure of how to navigate digital childhoods while being confronted with contradictory information. For instance, early learning frameworks recognize the need for children to develop digital literacy skills, yet pediatric societies recommend limiting screen time. Thus, practitioners are left without best practice guidelines that would help them embed technology into early learning environments through pedagogies that align with play-based learning. This review examines research to date on age-appropriate and playbased uses of digital technology that could more naturally fit in preschool and kindergarten classrooms while also highlighting the potential benefits of using tablets in early learning classrooms.

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Section: Inclusivity For English Language Learnersmentioning

confidence: 99%

Digital technology in the early years: A reflection of the literature

Teichert

Salman

2023

mje

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“…Braverman (2016) suggested teachers who actively avoid digital technology in the classroom may exacerbate the disparity between haves and have nots (Rowsell et al, 2017) and leave some students without opportunities to develop digital literacy skills. Students from homes with fewer digital resources and fewer opportunities to access digital technology could instead turn to classrooms to support their acquisition of digital literacy as they gain digital knowledge from their teachers and peers (Dunn & Sweeney, 2018; McGlynn-Stewart et al, 2017; Verhallen & Bus, 2010).…”

Section: Tpack and Digital Literacymentioning

confidence: 99%

Teachers’ digital pedagogies and experiences in virtual classrooms

Teichert,

Piazza,

Hinga

2023

Improving Schools

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The global pandemic has revealed a number of inequalities in education for students in Michigan, USA. Teachers were tasked with a sudden shift to online instruction as school closures across the state (and globe) forced education to operate in virtual classrooms. Given the continued need for online learning, it is necessary to examine the perspectives and experiences of teachers who worked throughout the school closures of spring 2020 and to identify ways to better support both teachers and students as they navigate virtual learning. The purpose of this exploratory qualitative study was to investigate K-12 teachers’ experiences shifting their classrooms online and their overall perspectives on the use of digital literacies as a central part of student learning. Reported in this paper are the survey results from 389 teachers’ perceptions of their effectiveness during the Covid-19 pandemic during the semester spring of 2020. Additionally, a randomly selected a subset of 12 elementary and 13 secondary teachers’ semi-structured interviews were analyzed. Unsurprisingly, teachers reported many challenges meeting their students’ needs as they transitioned to online learning. Findings revealed students who lacked access to reliable Internet and digital devices. Even when access was not an issue, students lacked the necessary digital literacy skills to navigate their online education. Teachers reported many challenges associated with online learning, particularly those related to student engagement, communication, and shifting pedagogies online. Therefore, there is a need for schools and curricula to include operational digital literacy skills earlier in formal education settings, and to prioritize these skills even when face-to-face instruction resumes.

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« Yeah, I am making new stuff! »: responsivity to and negotiations of agency during digital storytelling in preschool

Shengjergji

2024

European Early Childhood Education Research Journal

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Toys or Tools?

Cited by 5 publications

References 11 publications

Digital technology in the early years: A reflection of the literature

Digital technology in the early years: A reflection of the literature

Teachers’ digital pedagogies and experiences in virtual classrooms

« Yeah, I am making new stuff! »: responsivity to and negotiations of agency during digital storytelling in preschool

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