“Let It Go”: Exploring the Image of the Child as a Producer, Consumer, and Inventor

Rowsell, Jennifer; Harwood, Debra

doi:10.1080/00405841.2015.1010847

Cited by 28 publications

(13 citation statements)

References 11 publications

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“…These same research studies and many others, however, also mention the potential for DT to enhance children's learning and development. In this study, the fears about DT and young children were not realized, but the potential for enhanced learning opportunities In keeping with recent research investigating iPad apps for young children in educational settings (e.g., Falloon & Khoo, 2014;Fleer, 2014;Herro, 2015;Rowsell & Harwood, 2015), the findings of this study illustrate that iPad apps can support literacy learning for young children. The expanded modes available on the iPad (photo, video, audio, text, etc.…”

Section: Discussionsupporting

confidence: 54%

“…While some studies have examined the use of e-Books, e-games, digital drawing pens (Lee, Wu, & Chen, 2017), augmented reality toys (Yilmaz, 2016) and learn-to-read apps, studies that report on the use of open-ended iPad apps in school environments are emerging (e.g., Fleer, 2014;Herro, 2015). In fact, several studies (e.g., Rowsell & Harwood, 2015;Falloon & Khoo, 2014) illustrate the dynamism with which DT is being explored in early learning classrooms as a way to redefine literacy acquisition, expression, development, and consolidation.…”

Section: Literature Reviewmentioning

confidence: 99%

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Inclusive Teaching With Digital Technology: Supporting Literacy Learning in Play-Based Kindergartens

McGlynn-Stewart

Brathwaite

Hobman

et al. 2018

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Young children who are English Language Learners or have special learning needs can find it difficult to communicate in kindergarten classrooms. Open-ended tablet applications offer multi-modal tools for these children to communicate their ideas, engage with others, and demonstrate and develop their knowledge and skills. They position students as the producers and creators of the literacy content. Using pedagogical strategies such as effective routines, opportunities to collaborate and share with peers, and modelling, kindergarten educators can employ open-ended iPad apps to support the literacy and digital learning of children who are English Language Learners or who have special learning needs.

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Section: Discussionsupporting

confidence: 54%

Section: Literature Reviewmentioning

confidence: 99%

Inclusive Teaching With Digital Technology: Supporting Literacy Learning in Play-Based Kindergartens

McGlynn-Stewart

Brathwaite

Hobman

et al. 2018

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“…The teachers observed that these opportunities for children to learn through digital play developed skills across all frames of the curriculum. Similar to Rowsell and Harwood [35], this study finds that iPads expand the number of texts and types of texts to which students are exposed. This also provides opportunities for new learning for students.…”

Section: Digital Playsupporting

confidence: 58%

Implementing Technology in an Early Years Program: Teachers and Students as Metacognitive Thinkers

Tsumura¹,

Robertson²

2017

IJI

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Programs for children who are 4-5 years old and in the K-12 school system are referred to as Early Years programs or Early Childhood Education (ECE) programs. Internationally, there is a trend for these Early Years programs to have less of a subjectspecific orientation (e.g., literacy, numeracy, or science) and instead become more oriented toward the development of the whole child. This change in program focus includes an increased emphasis on play as well as more attention focused on metacognition-encouraging even young children to think about their thinking. In Ontario, Canada, two Early Years classes were at the point of implementing a new mandated Early Years curriculum policy while at the same time considering the deliberate introduction of technology into the Early Years classes. The Early Years educators involved engaged in an action research project involving two classes of early years' students, the teachers and ECE assistants. One of the authors participated as one of the two Early Years teachers and as a teacherresearchers. She systematically recorded and analyzed their program planning, assessment, and student interactions with the technology. The findings from this study provide new insight into the barriers faced with technology implementation classrooms as well as recommendations for future Early Years teachers who want to introduce more child-centered, technology-focused programs in Early Years classrooms.

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“…The fourth element, transformed practice, as described by Mills (2006) involves a level of creative change through making connections to their learning and culture. Students are seen as active producers, rather than passive consumers of knowledge (Rowsell & Harwood, 2015). Transformed practice was clearly seen in this study as the children developed their ability to create longer, more complex and varied multimodal slideshows over the two years of the study.…”

Section: Theoretical Perspectivesmentioning

confidence: 85%

Open-Ended Apps in Kindergarten: Identity Exploration Through Digital Role-Play

McGlynn-Stewart

Brathwaite

Hobman

et al. 2019

L & L

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This 2-year research study followed 14 kindergarten classrooms in Ontario as they used open-ended tablet applications to support literacy learning. Through multimodal slideshows the children explored identities such as reporter, teacher, and architect during self-initiated role-play. The slideshows they created demonstrated multimodal productions that were longer, more complex, and more varied than their literacy production with traditional literacy tools and practices. Rather than supplanting traditional kindergarten meaning-making practices such as role-play, children folded digital affordances into their play in ways that expanded the range of identities they explored and the tools and practices with which they explored them.

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“Let It Go”: Exploring the Image of the Child as a Producer, Consumer, and Inventor

Cited by 28 publications

References 11 publications

Inclusive Teaching With Digital Technology: Supporting Literacy Learning in Play-Based Kindergartens

Inclusive Teaching With Digital Technology: Supporting Literacy Learning in Play-Based Kindergartens

Implementing Technology in an Early Years Program: Teachers and Students as Metacognitive Thinkers

Open-Ended Apps in Kindergarten: Identity Exploration Through Digital Role-Play

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