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Digital Play: The Use of Creative Technologies in the Early Years
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Author(s): Jennifer Howell (Curtin University, Australia)and Susan McDonald (Curtin University, Australia)
Copyright: 2014
Pages: 15
Source title:
Transforming K-12 Classrooms with Digital Technology
Source Author(s)/Editor(s): Zongkai Yang (Central China Normal University, P. R. China), Harrison Hao Yang (State University of New York at Oswego, USA & Central China Normal University, P. R. China), Di Wu (Central China Normal University, P. R. China)and Sanya Liu (Central China Normal University, P. R. China)
DOI: 10.4018/978-1-4666-4538-7.ch010
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Abstract
This chapter showcases a new framework (Technology and Play Framework) for teachers to consider when planning the use of digital technologies in the Early Years of formal schooling. It also presents the findings from a pilot study conducted with an F-1 (Foundation year and year 1) class in an Australian primary school that demonstrated how this framework could direct the effective use of a specific digital technology in terms of student learning outcomes with particular focus on literacy and numeracy. While play is recognised as an essential component of good practice in early childhood settings, it needs to be reconsidered and aligned to incorporate emerging digital technologies and complementary pedagogical practices in order to support authentic learning.
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