Rethinking Education with ICT

Yelland, Nicola; Neal, Greg; Dakich, Eva

doi:10.1163/9789087902810

Cited by 15 publications

(7 citation statements)

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“…iPads) and the intersections with it daily, both independently and with teachers and other children, provided opportunities for learning new ways of using digital technology not known or experienced by the children in their homes. Through the support of both their teachers and peers, these preschool children could use their emerging literacy skills to make sense of and produce their own texts (Yelland et al, 2008). When young children are given daily opportunities to use, access technology, create information, and make meaning in a sociocultural relevant context (Freebody and Luke, 1990), like in this study, they are well on their way to becoming literate participants in the 21st century.…”

Section: Conclusion and Implications For Practicementioning

confidence: 99%

“…Today, many young children possess skills to navigate various forms of technology as it has become embedded in the home and community environments (Davidson, 2009; Marsh, 2011). They are found to be extremely capable and comfortable communicating and making meaning with digital technology (Yelland et al, 2008). These digital practices have also changed the nature of early literacy learning and practices (Burnett, 2009; O’Mara and Laidlaw, 2011).…”

Section: Introductionmentioning

confidence: 99%

“…These digital practices have also changed the nature of early literacy learning and practices (Burnett, 2009; O’Mara and Laidlaw, 2011). Contemporary literacy or “multiliteracy” is now defined as reading, writing, creating, deconstructing, and understanding diverse texts from sources of print media and digital texts (Pahl and Rowsell, 2012; Yelland et al, 2008). Although technology has shifted concepts of literacy, the need to use and produce multimodal and digital texts is still largely unrecognized in early childhood literacy curricula (Carrington, 2008; Levy, 2009; Marsh, 2010, 2011; Merchant, 2005; O’Hara, 2011).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Peer scaffolding techniques and approaches in preschool children’s multiliteracy practices with iPads

Kirova

Jamison

2018

Journal of Early Childhood Research

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This article presents findings from a 4-month qualitative intrinsic case study that examined 25 preschool children's early multiliteracy experiences and technology uses within the context of their homes and classroom. First, to find out about the different forms of technology and literacy practices the children participated in within their homes and classroom, we surveyed 13 parents and the two classroom teachers. Next, we conducted regular in-class observations, interviewed seven children about their digital experiences, and analyzed digital artifacts created on the iPads. Vygotsky's sociocultural theory of learning grounded our interpretation of the classroom events and artifacts regarding multiliteracy practices. We gave special attention to the role of adult and peer scaffolding. This article briefly outlines the process of teacher scaffolding and discusses in detail the instances of peer scaffolding that emerged. Of importance were two video series that demonstrated a more capable peer using various strategies and approaches to scaffold her peers in creating digital literacy texts. Based on the data, we argue that more capable peers can be important sources for scaffolding young children's multiliteracy experiences in preschool classroom contexts. The findings from this study offer teachers and educational researchers insights into how young children may be engaged in and scaffolded by both teachers and peers in their multiliteracy practices prior to formal schooling.

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Section: Conclusion and Implications For Practicementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Peer scaffolding techniques and approaches in preschool children’s multiliteracy practices with iPads

Kirova

Jamison

2018

Journal of Early Childhood Research

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“…Research on multimodal learning (e.g. Kress, 2003; Pahl and Rowsell, 2006; Yelland et al, 2008) provides new insights into the sophisticated ways in which children are able to link modalities, and how they achieve this simultaneously in contexts that involve the use of new technologies. If this is established in the preschool years, then learning in primary school can extend this work and open up new possibilities for new learning.…”

Section: Introductionmentioning

confidence: 99%

Transformative technologies and play in the early years: Using tablets for new learning

Yelland¹,

Gilbert

2017

Global Studies of Childhood

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Despite nearly three decades of the use of new technologies in education, schools seem to have remained impervious to significant change. Heritage curriculum and traditional pedagogies persist and, indeed, are dominant in school contexts, which seem to be embedded in the past, rather than preparing children for their future lives. Pockets of innovation illustrate that transformation is possible and comes with the added benefits of renewed student enthusiasm and engagement in learning. Yet, systemic changes are limited in a global context that is dominated by high stakes testing and the neoliberal agenda. This article explores the potential for change. Focusing on the early years, which are the foundation of schooling, we report on data from a study using iPads for learning with kindergarten children in Australia (4 and 5 years of age). The data support the contention that new technologies offer the possibility for new learning by enabling young children to embark on investigations and explorations that were not possible in previous eras. In this article, we focus on transformations and explore the potential of the iPads to encourage playful explorations for investigating, reflecting, making meaning, knowledge building, and communicating ideas to a shared audience.

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“…One of these common practices is the inclusion of literacy-enriched play centres in early childhood classrooms. Over the past two decades, researchers in various international contexts have asserted that playing in these literacy-enriched environments can foster the growth of young children's emergent literacy skills (Burke, 2010; Hall and Robinson, 2013; McLachlan et al., 2006; Neuman and Roskos, 1990, 1992, 1993; Pickett, 1998; Snow et al., 2015; Wellhousen and Giles, 2005; Yelland et al., 2008). However, most of this literature focuses on how literacy-enriched play benefits monolingual English-speaking children's literacy development.…”

Section: Introductionmentioning

confidence: 99%

English language learners' writing behaviours during literacy-enriched block play

Snow

Eslami

Park

2016

Journal of Early Childhood Literacy

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Despite the rising number of linguistically diverse students in countries where English is the primary medium of instruction in schools, there is a relative lack of research on how these students learn to write in English and respond to common classroom literacy practices. One practice found in early childhood classrooms is literacy-enriched play, but little research explores how young English language learners respond to this particular intervention. This exploratory study examines three linguistically diverse kindergarten students' use of writing materials in a literacy-enriched block centre in their classroom. Observational notes and writing samples produced by the students during block play were analyzed to determine the frequency and variety of their writing behaviours. The results indicated that all the students, regardless of language background, incorporated drawing and writing into their block play with similar frequency, although they sometimes used different writing strategies. These findings indicated that literacyenriched centres can provide linguistically diverse students with meaningful opportunities to practice writing.

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Rethinking Education with ICT

Cited by 15 publications

References 0 publications

Peer scaffolding techniques and approaches in preschool children’s multiliteracy practices with iPads

Peer scaffolding techniques and approaches in preschool children’s multiliteracy practices with iPads

Transformative technologies and play in the early years: Using tablets for new learning

English language learners' writing behaviours during literacy-enriched block play

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