The Routledge International Handbook of Learning with Technology in Early Childhood  book cover
1st Edition

The Routledge International Handbook of Learning with Technology in Early Childhood

ISBN 9781138308169
Published February 11, 2019 by Routledge
440 Pages

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Book Description

The Routledge International Handbook of Learning with Technology in Early Childhood focuses specifically on the most cutting-edge, innovative and international approaches in the study of children’s use of and learning with digital technologies.

This edited volume is a comprehensive survey of methods in children’s technologies and contains a rich repertoire of studies from diverse fields and research, including both educational and developmental psychology, post-humanist literacy, applied linguistics, language and phenomenology and narrative approaches.

For ease of reference, the Handbook's 28 chapters are divided into four thematic sections:

  • introduction and opening reflections;
  • studies answering ontological questions, which theorize how children take on original identities in becoming literate with technologies;
  • studies answering epistemological questions, which focus on how children’s knowledge and learning are (co)constructed with a diverse range of technologies;
  • studies answering practice-related questions, which explore the resources and conditions that create the most powerful learning opportunities for children.

Expertly edited, this interdisciplinary and international compendium is an ideal introduction to such a diverse, multi-faceted field.

Table of Contents

Notes on editors

Notes on contributors

Foreword by Rosie Flewitt

Part One

  1. Introduction
  2. Natalia Kucirkova with Jennifer Rowsell and Garry Falloon

  3. Reflective conversations about research methods with children
  4. Pam Whitty and Jennifer Rowsell

  5. The Pros and Cons of Using Display Capture Technology for Data Collection with Young Children
  6. Garry Falloon

    Part Two: Studies answering ontological questions

  7. Talk into my GoPro, I’m making a movie!" Using digital ethnographic methods to explore children’s experiences in the woods
  8. Debra Harwood & Diane Collier

  9. Transcultural Approaches to Literacy, Learning, and Play
  10. Rahat Zaidi

  11. Composing Childhood Cultures: Ethnography Upside Down
  12. Anne Haas Dyson

  13. Researching a child’s embodied textual play
  14. Kerryn Dixon, Hilary Janks

  15. Social semiotics
  16. Sumin Zhao

  17. (Re)imagining multiliteracies research practices with post qualitative inquiry
  18. Candace Kuby

  19. Stacking Stories as Method: Research in Early Years Settings
  20. Cathy Burnett, Guy Merchant

    Part Three: Studies answering epistemological questions

  21. Researching young children’s play in the post-digital age: Questions of method
  22. Jackie Marsh

  23. From Cutting Out to Cutting With: A Materialist Reframing of Action and Multimodality in Children’s Play and Making
  24. Karen Wohlwend & Jaye Johnson Thiel

  25. Researching in the iWorld: From Home to Beyond
  26. Linda Laidlaw and Joanne O’Mara, with Suzanna So-Har Wong

  27. Young children's home technology use: Responsive qualitative methods for a sensitive topic
  28. Joanne Orlando

  29. The parent-child-app learning assemblage: Scaffolding early childhood learning through app use in the family home
  30. Donell Holloway, Leslie Haddon, Lelia Green & Kylie Stevenson

  31. This is The Stuff That Identities are Made of: Children Learning with Grandparents and Other Elders
  32. Rachel Heydon, & Xiaoxiao Du

  33. Technologies, affordances, children and (embodied) reading: a call for intedisciplinarity
  34. Anne Mangen, Trude Hoel, Thomas Moser

  35. Materialities, multiliteracies, and makerspaces: Design-based experiments in teacher/researcher collaborations
  36. Aspa Baroutsis & Annette Woods

    Part Four: Studies answering practice-related questions

  37. Research with children with special educational needs: a focus on autism spectrum disorder
  38. Melissa L. Allen & Shu Yau

  39. Using mixed methods research with young children and their families in culturally, linguistically and socially diverse communities
  40. Jim Anderson, Ann Anderson, Ji Eun Kim and Marianne McTavish

  41. Student generated visual narratives: lived experiences of learning
  42. Narelle Lemon

  43. Arts-based methods
  44. Linda Knight

  45. Supporting children's learning at home through smartphone apps for parents
  46. Kathy Sylva, Fiona Roberts and Valeria Ortiz Villalobos

  47. Studying science apps in low-income pre-schools
  48. Lena Lee

  49. Reading in the digital age: Lessons learned and future opportunities

    Rebecca A. Dore, Jennifer M. Zosh, Brenna Hassinger-Das, Roberta Michnick Golinkoff, and Kathy Hirsh-Pasek
  50. Head mounted, chest mounted, tripod or roaming? The methodological potentials of a GoPro camera and ontological possibilities for doing visual research with child participants differently
  51. Lucy Caton and Abigail Hackett

  52. Critical Visual Discourse Analysis
  53. Peggy Albers, Vivian M. Vasquez, and Jerome C. Harste

  54. Using tablet technology in preschool and early kindergarten for the identification of children at risk for reading difficulties

    Sibylla Leon Guerrero, Ola Ozernov-Palchik, Michelle Gonzalez, Jennifer Zuk, Nadine Gaab


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Natalia Kucirkova is Professor in Early Childhood Education and Development at University of Stavanger, Norway. Her research concerns innovative ways of supporting children’s book reading, digital literacy and exploring the role of personalization in early years. She has been commended for her engagement with teachers and parents at a national and international level.

Jennifer Rowsell is Professor in the department of Teacher Education and Canada Research Chair in Multiliteracies at Brock University, Canada. Her current research interests include applying multimodal, arts-based practices with youth across formal and informal contexts; expanding research methodologies and theories of literacy for digital, immersive, and game-based research; and, longitudinal research with families examining ways that literacy and multimodal practices mediate identities.

Garry Falloon is the Fairfax Foundation Chair in Education and Professor of Digital Learning in the Department of Educational Studies at Macquarie University, Australia. His research interests include mobile and online learning, digital learning in primary and middle schools, pedagogy and assessment in digitally supported innovative learning environments, and educational research methods.