Technology and Critical Literacy in Early Childhood
Routledge – 2013 – 110 pages
What do new technologies and new forms of communication mean for young children growing up in the 21st century? How are they shaping the mindsets, identities and practices which impact their lives at home and at school? This book explores the intersection of technology and critical literacy, specifically addressing what ICTs afford critical literacy work with young children between ages three to eight. Inviting readers to enter classrooms where both technology and critical literacies are woven into childhood curricula and teaching, it brings together literacy, social studies, and science in critical and integrated ways. Real-world stories show the sights and sounds of children engaged with technology in the classroom and beyond. Concise but comprehensive, the text provides strategies, theoretical frameworks, demonstrations of practice, and resources for teachers. Pedagogical features in each chapter engage readers in making connections to their own teaching situations. NCATE standards for including technology as an essential part of teacher education programs are addressed. While acknowledging how individual children employ ICT, the focus is on how new technologies can be positioned in early childhood learning communities as tools for engaging in more meaningful, authentic, and interesting learning.
"What a thrill to find a smart and accessible text written for teachers, teacher educators, and teacher education students that not only shows how technology integrates in early childhood literacy curriculum but does so in a way that recognizes children as active, productive, and critical literacy users. Unique in providing theorization and examples embedded within critical literacy and social justice aims and approaches, this is the kind of resource that teachers and teacher education students need as support and encouragement to use technology with young children and to expand their notions of literacy."
Karen Wohlwend, Indiana University, USA
Chapter One: Setting a Context for Exploring Critical Literacies Using Technology
Chapter Two: Teaching and Learning with VoiceThread
Chapter Three: Yes We Can! : Using Technology as a Tool for Social Action
Chapter Four: Our Families Don’t Understand English!
Chapter Five: What about Antarctica?
Chapter Six: The Tomato Trials
Chapter Seven: Picture This: Using Photography as a Tool for Critical Literacy
Chapter Eight: Desires, Identities and New Communication Technologies
Vivian Maria Vasquez is Professor in the School of Education, Teaching and Health at American University, USA.
Carol Branigan Felderman is Adjunct Professor and Student Teacher Supervisor in the School of Education, Teaching and Health at American University, USA.