ABSTRACT
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
part I|46 pages
Setting the scene
part II|108 pages
Studies answering ontological questions
chapter 4|13 pages
“Talk into my GoPro, I’m making a movie!”
chapter 8|20 pages
Social media, video data and heritage language learning
part III|110 pages
Studies answering epistemological questions
chapter 12|12 pages
From cutting out to cutting with
chapter 14|14 pages
Young children’s home technology use
chapter 15|9 pages
The parent-child-app learning assemblage
chapter 16|16 pages
This is the stuff that identities are made of
chapter 17|13 pages
Technologies, affordances, children and embodied reading
chapter 18|17 pages
Materialities, multiliteracies and makerspaces
part IV|139 pages
Studies answering practice-related questions