Literacy, Technology and Early Years Education: Building Sustainable Practice

McLean, Karen

doi:10.1007/978-981-10-2075-9_13

Cited by 3 publications

(2 citation statements)

References 20 publications

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“…Practices also grow as our contexts change. Consider the rapid expansion of literacy tools over the past 50 years as a starting place (McLean, ). Consider the changing demographics in schools as we welcome students with increasing levels of social, cultural, and linguistic diversity—with minority students in public schools now the majority in the United States (Maxwell, ).…”

Section: How Do We Grow Theories Of Practice?mentioning

confidence: 99%

“I Practice Teaching”: Transforming Our Professional Identities as Literacy Teachers Through Action Research

Schutz¹,

Hoffman²

2017

The Reading Teacher

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The authors argue for the importance of practice in the professional lives of literacy teachers. Literacy practices and teaching practices are imbued with intentionality, context (temporal, social, political, and cultural), perspective, and outcomes. The goal of this article is to open a dialogue that could begin to normalize a theory of practice and practitioner research as central to the professional identity of teachers. The authors suggest that this professional identity is not something that can be given to teachers; rather, teachers must claim it through their practice.

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Section: How Do We Grow Theories Of Practice?mentioning

confidence: 99%

“I Practice Teaching”: Transforming Our Professional Identities as Literacy Teachers Through Action Research

Schutz¹,

Hoffman²

2017

The Reading Teacher

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“…They recommended improvements in the internet infrastructure in schools and provision of adequate necessary equipment. Furthermore, the participants emphasized that student participation in e-learning should not be based on student initiative; rather, it should be compulsory and a time limitation should be attached to this participation to assist students in accomplishing their learning goals, such as identifying new letters or shapes (McLean, 2017). These suggestions, as identified in relation to the results of this study, may help address the negative aspects of e-learning practice, while also facilitating the creation of a more efficient self-learning environment.…”

Section: Discussionmentioning

confidence: 99%

Teachers’ Experiences and Perceptions Regarding Technology at Early Childhood

Alarfaj

2023

IES

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With mobile technology rapidly permeating all aspects of modern society, including education, research on teaching and learning has not only demonstrated its benefits but also highlighted certain limitations, while resistance to their usage continues to be a common response among teachers. However, with the Covid-19 pandemic bringing about unprecedented changes in all levels and sectors of education since 2020, students have been compelled to adopt e-learning to master specific learning skills, such as spelling and counting, while teachers have served as curators for this new educational environment. In this context, the aim of this research is to investigate the experiences of early childhood teachers regarding the use of technology among learners aged five in early childhood educational institutions after the pandemic to offer suitable suggestions for the future of learning. The study participants for this qualitative approach-based research were 20 early childhood teachers identified using a comprehensive case design by employing purposive sampling methods. A questionnaire comprising open-ended questions was sent to the study participants over WhatsApp. This was followed by an interview, after which the obtained data were subjected to content analysis. The participants stated that completing e-activities may be considered time spent productively by students because such activities facilitate access to basic learning skills. The study results could help teachers enhance their skills by making sense of the factors that affect their use of e-learning in the classroom.

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Unsettling transdisciplinary perspectives on sustainability issues: A critical discourse (metadata) cross-case analysis

Sefotho

2021

Journal of Psychology in Africa

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Literacy, Technology and Early Years Education: Building Sustainable Practice

Cited by 3 publications

References 20 publications

“I Practice Teaching”: Transforming Our Professional Identities as Literacy Teachers Through Action Research

“I Practice Teaching”: Transforming Our Professional Identities as Literacy Teachers Through Action Research

Teachers’ Experiences and Perceptions Regarding Technology at Early Childhood

Unsettling transdisciplinary perspectives on sustainability issues: A critical discourse (metadata) cross-case analysis

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