This is the tool we have adopted to help anyone with an interest in digital technologies and young children organize, search and save the information available in the DigiLitEY Research Methodology Database. One of the goals of WG5 in the COST Action The digital literacy and multimodal practices of young children (DigiLitEY) is to review and advance current methods used to study young children’s engagement with digital media and technologies. We would love to get your feedback regarding the usefulness of this tool and hear about the ways in which you have worked with the information by contacting the COST Action
The tool is simple to use: (1) In «Column visibility» select the items that you want to display in the search; (2) Use the search tool («Buscar») in the upper right to introduce your keywords / search criteria; (3) If you want to save the results, chose the file format and download the output.
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Indicate if the study was conducted in a single country or has a comparative / cross-national component:
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|Qualitative||Family / Home||2 years of age, 3 years of age, 4 years of age, 5 years of age, 6 years of age, 7 years of age, 8 years of age, Older children (9-18 years of age), Adults||Observation, Interviews, Visual methods (photographs, video, etc.)||11-50||Single-Country Study||Spain||1||English||Research article||2012||David||Poveda||Marta Morgade
|Children at Home in Madrid||ETNIA-E Cuadernos de investigación etnográfica sobre infancia, adolescencia y educación del IMA / FMEE||4||1-15||In this article we focus on transformations occurring in middle/upper-class children’s homes in Madrid (Spain). We examine emergent patterns of use and appropriation of domestic space in children’s lives and focus on two themes: (1) the re-utilization of daily tasks and home spaces for children’s leisure and socialization, (2) the role of new technologies of communication in children’s lives and social relations from home. The results show children’s active role in the appropriation of domestic space and suggest that discussions of children’s withdrawal from public space need to be reconsidered from an ecological-systemic perspective.||https://www.academia.edu/9500988/No_4_Octubre_2012_Children_at_home_in_Madrid_-_David_Poveda_Marta_Morgade_y_Javier_Gonz%C3%A1lez-Pati%C3%B1o|
|09/12/2015 18:21:00||Qualitative, Ethnography, Case Study||Pre-School / Nursery / Kindergarten, Family / Home, Peers||3 years of age, 4 years of age||Surveys, Observation, Interviews, Visual methods (photographs, video, etc.), Secondary documents (News, Media, Policy reports, Industry documents, etc.)||0-10||Single-Country Study||UK||1||English||Research article||2011||Rosie||Flewitt||Bringing ethnography to a multimodal investigation of early literacy in a digital age||Qualitative Research||11||3||293-310||10.1177/1468794111399838||This article reflects on the insights that ethnography brings to the analytic tools of multimodality in the investigation of early literacy practices. First, it considers the intersection between ethnography and multimodality, their compatibility and the ambivalences that arise from their potentially conflicting epistemological framings. Using data from an ESRC-funded study of early literacy across printed and digital media, the paper illustrates how an ethnographic toolkit that incorporates a social semiotic approach to multimodality can produce richly situated insights into the complexities of early literacy development in a digital age, and can inform culturally sensitive theories of literacy as social practice.||http://qrj.sagepub.com/content/11/3/293|
|09/12/2015 18:55:29||Qualitative, Case Study||Pre-School / Nursery / Kindergarten, Primary School||3 years of age, 4 years of age, 5 years of age, 6 years of age, 7 years of age, 8 years of age, Older children (9-18 years of age)||Observation, Interviews, Secondary documents (News, Media, Policy reports, Industry documents, etc.)||11-50||Single-Country Study||UK||1||English||Research article||2015||Rosie||Flewitt||David Messer
|New directions for early||Journal of Early Childhood Literacy||15||3||289–310||10.1177/1468798414533560||This paper discusses how touch-screen technology can offer innovative opportunities for early literacy learning but also present challenges for teachers and children. It reports on a small-scale study where iPads were loaned to a nursery (3-4 year-olds), primary school reception class (4-5 year-olds) and a Special School (7-13-year-olds). Through pre- and post-interviews with practitioners and observations of practice in the three different settings, the study found that well-planned iPad-based literacy activities stimulated children’s motivation, concentration, offered rich opportunities for communication, collaborative interaction, independent learning, and for children to construct positive images of themselves in the literacy classroom.||http://ecl.sagepub.com/content/15/3/289|
|09/12/2015 19:15:53||Qualitative, Case Study||Pre-School / Nursery / Kindergarten, Primary School||3 years of age, 4 years of age, 5 years of age, 6 years of age, 7 years of age, 8 years of age, Older children (9-18 years of age)||Observation, Interviews, Secondary documents (News, Media, Policy reports, Industry documents, etc.)||11-50||Single-Country Study||UK||1||English||Research article||2014||Rosie||Flewitt||Natalia Kucirkova
|Touching the virtual, touching the real:iPads and enabling literacy for students experiencing disability||Australian Journal of Language and Literacy||37||2||107-116||This paper discusses the potential of iPads for supporting literacy learning in special education, with a focus on how the gestural and sensory experience of touch can enable young learners with moderate to complex physical and/or cognitive disability to engage in independent and inclusive classroom-based literacy activities. The findings are based on a study of a diverse group of students aged 3 to 19 years in a special school, using the ethnographic tools of field notes, observations and interviews with teachers and students about the potentials and challenges of using iPads in the classroom, focusing on constructing an interdisciplinary theorisation of touch and conceptualisations of its role in learning.||http://web.a.ebscohost.com.libezproxy.open.ac.uk/ehost/detail/detail?vid=4&sid=101cd40a-2285-4e71-9e54-ee3a6474f4d5%40sessionmgr4005&hid=4207&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=96256130&db=a9h|
|06/01/2016 12:18:17||Mixed-Methods||Family / Home, Community (Other)||Older children (9-18 years of age)||Surveys, Interviews||501-1000||Single-Country Study||SC||1||Portuguese||Research article||2015||Vitor||Tomé||Redes sociais: perceções de aprendizagem em ambiente formal, não-formal e informal por parte de jovens, seus encarregados de educação e seus professores||Média & Jornalismo||15||27||87 – 106||10.14195/2183-5462_27_4||Redes sociais online: práticas e percepções de jovens (9-16), seus professores e encarregados de educação||Vitor Tomé, Evelyne Bévort, Vitor Reia-Baptista||Investigação em media sociais: uma visão glocal||127-335||Lisbon||RVJ||978-989-8289-45-2||The research consisted of a survey to young people (549 aged 9-16), their teachers (150) and their parents (267) in about the uses, practices, risk perceptions and opportunities, but also the perception of respondents on the pedagogical potential of OSN in an integrating context of formal and informal learning. After data analysis, focus interviews were conducted with 142 young people, 20 teachers and 20 parents, all of whom had responded to the questionnaire. 40% out of 499 young people started using online social networks at the age of eight or before. Nowadays we are focused on children between 0-8 y.o.||http://www.cimj.org/revista/27/redessociais.pdf|
|06/01/2016 14:24:25||Qualitative||Family / Home||6 years of age, 7 years of age||Observation, Interviews||0-10||Comparative / Cross-National Study||Portugal||18||English||Research report||2016||Rita||Brito||Patrícia Dias||Young Children (0-8) and Digital Technology, a qualitative exploratory study||Joint Research Centre|
|06/01/2016 15:02:00||Qualitative||Pre-School / Nursery / Kindergarten||3 years of age, 4 years of age, 5 years of age, 6 years of age||Interviews||11-50||Single-Country Study||Portugal||1||Portuguese||Research article||2015||Rita||Brito||Perceções de crianças de 4 e 5 anos sobre o Facebook||Diálogos Educacionais em Revista||5||1||51-65|
|06/01/2016 15:03:45||Quantitative||Pre-School / Nursery / Kindergarten||3 years of age, 4 years of age, 5 years of age, 6 years of age||Interviews||11-50||Single-Country Study||Portugal||1||Portuguese||Research article||2014||Rita||Brito||O Facebook tem assim um quadradinho e está ali um “F”. Representações de crianças de 4 e 5 anos sobre esta rede social||Revista Tecnologias na Educação||11||6||1984-4751|
|06/01/2016 15:06:36||Qualitative||Family / Home||0-1 years of age, 2 years of age, 3 years of age, 4 years of age, 5 years of age, 6 years of age||Observation, Interviews||11-50||Single-Country Study||Portugal||1||Portuguese||Other||2015||Rita||Brito||Altina Ramos||¬ Brito, R., Ramos, A. (2015). Meios digitais, web, redes sociais e crianças de 3 a 5 anos de idade: as suas práticas, o papel dos irmãos e perceções dos pais. In Gomes, M.J., Osório, A. & Valente, L., Proceedings of the IX International Conference of ICT and education, Challenges 2015, 359-368. ISBN 978-989-97374-3-3|
|07/01/2016 11:47:34||Mixed-Methods||Pre-School / Nursery / Kindergarten, On-line / Virtual||3 years of age, 4 years of age, 5 years of age, 6 years of age||Surveys, Observation||11-50||Single-Country Study||Portugal||1||English||Other||2010||Rita||Brito|
|07/01/2016 17:25:03||Qualitative, Participatory / Action Research||Community (Other)||Older children (9-18 years of age)||Observation, Interviews, Visual methods (photographs, video, etc.), Documents / Artifacts generated by participants||11-50||Single-Country Study||Portugal||1||English||Other||2015||Teresa||Castro||“It’s a complicated situation”. Harm in everyday experiences with technology. A qualitative study with school-aged children||PhD thesis||From a study with two objectives: to understand the personal values and meanings children might use to interpret their technologized lives and, to uncover unintended harmful outcomes (more or less) hidden in children’s everyday digital lives, this thesis presents qualitative data on children’s digital connections and interactions and the contradictions enclosed in a constantly changing (risk) society and how adults and children have different parameters when assessing harm.
A participatory approach enabled to reach the intricacies of participants’ interactions (a total of 41, mostly aged 10-12 from a variety of socio-economic backgrounds). Children’s voices inform a multi-lens and data-driven approach drawing perspectives from sociology of risk, childhood studies, socio-technical studies and Zemiology.
|10/01/2016 18:11:56||Mixed-Methods||Pre-School / Nursery / Kindergarten, Family / Home||0-1 years of age, 2 years of age, 3 years of age, 4 years of age||Surveys, Observation, Interviews, Visual methods (photographs, video, etc.), Documents / Artifacts generated by participants||+1000||Single-Country Study||UK||1||English||Research report||2016||Jackie||Marsh||Lydia Plowman
|Exploring Play and Creativity in Pre-Schoolers’ Use of Apps: Final Project Report.||University of Sheffield, Sheffield, UK||Economic and Social Research Council||The report outlines the findings of a co-produced study, developed in collaboration between academics at the Universities of Sheffield and Edinburgh, the BBC (CBeebies), Monteney Primary School and the children’s media companies Dubit and Foundling Bird. The aims of the study were to examine pre-school children’s use of apps and identify how far tablet apps for pre-school children (aged 0-5), including apps that incorporate augmented reality, promote play and creativity. The project had 4 phases: (i) An online survey of 2000 parents of 0-5 year-olds in the UK who had access to tablets; (ii) Case studies of six 0-5-year-old children's use of tablets/ apps in homes; (iii) 20 hours' observations of children aged 3-5 using apps in a school (iv) analysis of the affordances of the most popular apps for 0-5 year-olds in the UK, in addition to 6 augmented reality apps.||http://www.techandplay.org|
|14/01/2016 10:51:05||Qualitative, Ethnography, Case Study||Pre-School / Nursery / Kindergarten||3 years of age, 4 years of age, 5 years of age, 6 years of age||Observation, Interviews, Visual methods (photographs, video, etc.)||11-50||Single-Country Study||UK||1||English||Research book chapter||2014||Rosie||Flewitt||Early literacy learning in the contemporary age||Moyles, J., Payler, J. and Georgeson, J||Early Years Foundations: Critical Issues||98-108||Maidenhead||Open University Press||978-0335262649||This chapter discusses the challenges facing young children as they learn to become literate in today’s multi-media world. Definitions of literacy are considered over time, along with different understandings of what ‘literacy’ is and debates about how it should be taught, with a focus on the current curriculum emphasis on learning phonics. New terms are considered, including the plural literacies to indicate the many different ways that children and adults engage with literacy in different contexts, and multimodal literacies, with examples from recent research of inclusive approaches to supporting early literacy development through playful activities with traditional and ‘new’ media.||http://www.mheducation.co.uk/9780335262649-emea-early-years-foundations-critical-issues|
|14/01/2016 10:58:15||Qualitative, Longitudinal, Ethnography, Case Study||Pre-School / Nursery / Kindergarten, Family / Home||3 years of age, 4 years of age||Surveys, Observation, Interviews, Visual methods (photographs, video, etc.)||0-10||Single-Country Study||UK||1||English||Research book chapter||2012||Rosie||Flewitt||Multimodal Perspectives on Early Childhood Literacies’||J. Larson and J. Marsh||The SAGE Handbook of Early Childhood Literacy||295 – 309||London||Sage||As young children in today’s world go about their everyday lives, what are their experiences of literacy? How have the literacy practices they encounter changed as a result of the ‘digital age’ and are print-based definitions still adequate for theorising early literacy? These are profound and unresolved questions that are driving forward the development of diverse strands of current educational theory, and in this chapter, I consider how multimodal perspectives can offer fresh insights into contemporary early literacy learning.||https://uk.sagepub.com/en-gb/eur/the-sage-handbook-of-early-childhood-literacy/book235976|
|14/01/2016 11:05:05||Qualitative, Ethnography, Case Study||Pre-School / Nursery / Kindergarten, Family / Home||3 years of age, 4 years of age||Observation, Interviews, Visual methods (photographs, video, etc.), Documents / Artifacts generated by participants||0-10||Single-Country Study||UK||1||English||Research book chapter||2008||Rosie||Flewitt||Multimodal Literacies’||J. Marsh and E. Hallet||Desirable Literacies: Approaches to Language and Literacy in the Early Years||122-139||London||Sage||Drawing on social semiotic theories of communication and on early years research, this chapter illustrates how children become literate in many ways, not just through language, but through learning to use combinations of different modes, such as gesture, gaze, movement, image, layout, music and sound effects. The chapter clarifies how children’s uses of different modes are shaped by the social and cultural worlds that they find themselves in, and how learning to be literate in today’s world involves acquiring a range of skills and practices in different media, such as books, personal computers, games consoles and mobile phones.||https://uk.sagepub.com/en-gb/eur/desirable-literacies/book232567|
|14/01/2016 11:13:16||Qualitative, Ethnography, Other||Pre-School / Nursery / Kindergarten, Primary School, Family / Home, Museums||3 years of age, 4 years of age, 5 years of age, 6 years of age, Older children (9-18 years of age)||Observation, Interviews, Visual methods (photographs, video, etc.), Documents / Artifacts generated by participants||11-50||Single-Country Study||UK||1||English||Research article||2011||Bella||Dicks||Rosie Flewitt, Lesley Lancaster, Kate Pahl||Multimodality and ethnography: working at the intersection||Qualitative Research||11||3||227–237||This introduction to a special issue reflects on the methodological and theoretical implications of bringing multimodality and ethnography into dialogue with each other – a development that, we think, throws up some provocative issues for qualitative research methodology. These include questions about the ‘epistemological compatibility’ of different approaches, when each carries particular theoretical and methodological histories and associations, and what might be gained and lost in endeavours to bring together their respective descriptive and analytic conventions.|
|14/01/2016 11:32:13||Qualitative, Longitudinal, Ethnography, Case Study||Pre-School / Nursery / Kindergarten, Family / Home, Peers||3 years of age, 4 years of age||Surveys, Observation, Interviews, Visual methods (photographs, video, etc.)||0-10||Single-Country Study||UK||1||English||Research article||2010||Sylvia||Wolfe||Rosie Flewitt||New technologies, new multimodal literacy practices and young children’s metacognitive development||Cambridge Journal of Education||40||4||387–399||This paper discusses concepts of learning through ‘collaborative multimodal dialogue’. It draws on an ESRC-funded study (RES-000-22-2451) investigating 3-and 4-year-old children’s encounters with literacy as they engage with a range of printed and digital technologies at home and in a nursery. The paper considers how children use multiple communicative modes as they experience literacy in different media, and how these experiences underpin metacognitive development. Drawing on notions of literacy as social practice, this paper discusses how the advent of new technologies has introduced new dimensions into young children’s literacy learning, the implications of which have not yet been fully recognised in early years policy guidance, training or practice.||http://eric.ed.gov/?id=EJ907712|
|18/01/2016 14:27:03||Quantitative, Qualitative||Primary School, Family / Home||6 years of age, 7 years of age, 8 years of age, Older children (9-18 years of age), Adults||Surveys||+1000||Single-Country Study||Switzerland||1||German (English)||Research report||2015||Lilian||Suter||Gregor Waller
|MIKE – Medien, Interaktion, Kinder, Eltern||Zurich||Zürcher Hochschule für Angewandte Wissenschaften||In a representative manner, the MIKE study has investigated the media usage behaviour of primary-school-age children living in Switzerland. MIKE stands for Medien, Interaktion, Kinder, Eltern (media, interaction, children, parents). Between mid-September 2014 and the end of January 2015, a total of 1065 children aged from six to thirteen, as well as 641 parents, were surveyed in Switzerland’s three major linguistic regions.
The abstract and a summary of interesting facts are available in English. The full report is only available in German.
|19/01/2016 16:28:12||Qualitative, Ethnography, Case Study||Primary School, Special Needs School / Program, Family / Home, Community (Other)||0-1 years of age, 2 years of age, 3 years of age, 4 years of age, 5 years of age, 6 years of age, 7 years of age, 8 years of age, Older children (9-18 years of age), Adults||Observation, Interviews, Visual methods (photographs, video, etc.), Secondary documents (News, Media, Policy reports, Industry documents, etc.)||101-500||Single-Country Study||UK||1||English||Research book chapter||2016||Sonia||Livingstone||Alicia Blum-Ross||Researching children and childhood in the digital age||Pia Christensen & Allison James||Researching Children: Perspectives and Practices|
|25/02/2016 18:45:43||Qualitative||Family / Home||6 years of age, 7 years of age||Interviews||11-50||Single-Country Study||Spain||1||English||Research report||2016||Mitsuko||Matsumoto||Cristina Aliagas, Marta Morgade, Cristina Correro, Nieves Galera, Cristina Roncero, David Poveda||Young children (0-8) and digital technology: a qualitative exploratory study – National report – Spain||Universitat Autònoma de Barcelona / Universidad Autónoma de Madrid||Joint Research Centre, European Commission||This national study is a part of a larger qualitative study (JRC, 2015) carried out across 19 European countries aimed at exploring experiences with digital technologies of young children aged between 0 and 8 years and their families.The study seeks to pave the way for better understanding how children below 8 years of age use the Internet and emerging digital devices (e.g. smartphones, tablets, computers, games) at home and their family context. In particular, it looks for existing/emerging uses in relation to online technologies used by children aged between 6 and 7 and their families, and it describes how children engage with (online) technologies and on how parents mediate their use. It also reflects on the potential benefits, risks and consequences associated with their (online) interactions with technologies.||http://www.infanciacontemporanea.com/2016/02/02/digital08report/|
|26/02/2016 20:51:29||Qualitative, Longitudinal, Ethnography, Case Study||Family / Home||2 years of age, 3 years of age, 4 years of age||Observation, Interviews, Visual methods (photographs, video, etc.)||0-10||Single-Country Study||Spain||1||Spanish||Research book chapter||2014||Cristina||Aliagas||¿Cómo transforma el Ipad las prácticas lectoras literarias? Un estudio etnográfico sobre los efectos del soporte digital en las experiencias de lectura infantil en el contexto familiar||Moscoso, Maria Fernanda||Contextos múltiples de socialización y aprendizaje. Un análisis desde la etnografia de la educación. Etnografia de la socialización en familias||25-31||Madrid||Editorial Traficantes de Sueños||978-84-96453-91-X||http://e-spacio.uned.es/fez/eserv/bibliuned:500383-IIICongresoEtnografia-1045/Documento.pdf|
|26/02/2016 20:55:59||Qualitative, Longitudinal, Ethnography, Case Study||Family / Home||2 years of age, 3 years of age, 4 years of age||Observation, Interviews, Visual methods (photographs, video, etc.)||0-10||Single-Country Study||Spain||1||English||Research book chapter||2015||Cristina||Aliagas||Ana María Margallo||iPads, emergent readers and families||Mireia Manresa & Neus Real||Digital Literature For Children: Texts, Readers and Educational Practices.||155-172||Frankfurt am Main||Peter Lang||978-2-87574-272-8 pb|
|29/02/2016 16:53:58||Quantitative||Pre-School / Nursery / Kindergarten||5 years of age, 6 years of age||Observation, Physiological measurements||101-500||Single-Country Study||Israel||1||English||Research article||Ofra||Korat||Ora Segal Drori, Pnina Klein||Electronic and Printed Books with and without Adult’s Support as Sustaining Emergent Literacy: Contribution to Children with Low and High Literacy Levels||Journal of Educational Computing Research||41||4|
|04/03/2016 18:24:51||Qualitative, Participatory / Action Research||Community (Other)||Older children (9-18 years of age)||Observation, Interviews, Documents / Artifacts generated by participants||51-100||Comparative / Cross-National Study||SC||5||English||Monograph / Full edited volume||2014||Maria José||Brites||Brites, Maria José, Ravenscroft, Andrew, Dellow, James, Rainey, Colin, Jorge, Ana, Correia Santos, Sílvio, Rees, Angela, Auwärter, Andreas, Catalão, Daniel, Balica, Magda e F. Camilleri, Anthony (2014). Radioactive101 Practices. Lisboa: CIMJ – Centro de Investigação Media e Jornalismo. 42 pp. ISBN 978-989-20-5359-2 (pdf)/ISBN 978-989-20-5360-8 (epub) DOI: 10.13140/2.1.3083.0409
|06/03/2016 10:44:41||Case Study||Family / Home||7 years of age||Observation, Interviews, Visual methods (photographs, video, etc.)||0-10||Single-Country Study||Spain||1||Spanish||Research article||2015||Javier||González-Patiño||Moisés Esteban-Guitart||Fondos digitales de conocimiento e identidad. Un análisis etnográfico y visual||Papeles de Trabajo sobre Cultura, Educación y Desarrollo Humano||11||2||20-25|
|06/03/2016 10:48:58||Qualitative||Family / Home, Peers, Libraries||8 years of age, Older children (9-18 years of age)||Surveys, Observation, Interviews, Visual methods (photographs, video, etc.), Documents / Artifacts generated by participants||11-50||Comparative / Cross-National Study||SC||4||english||Research book chapter||2013||Iliana||Reyes||Moises Esteban-Guitart||Exploring multiple literacies from homes and communities. A cross-cultural comparative analysis||K. Hall, T. Cremin, B. Comber & L. Moll||International Handbook of Research in Children’s Literacy, Learning and Culture||155-171||New York||Wiley-Blackwell|
|06/03/2016 10:52:39||Qualitative, Mixed-Methods, Ethnography, Case Study, Participatory / Action Research||Pre-School / Nursery / Kindergarten, Family / Home||5 years of age, Adults||0-10||Single-Country Study||Spain||1||spanish||Research article||2012||Moises||Esteban-Guitart||Judith Oller, Ignasi Vila||Vinculando escuela, familia y comunidad a través de los fondos de conocimiento e identidad. Un estudio de caso con una familia de origen marroquí||Revista de Investigación en Educación||10||2||21-34|
|08/03/2016 13:07:23||Quantitative, Longitudinal, Participatory / Action Research||Primary School||7 years of age, 8 years of age, Older children (9-18 years of age)||0-10||Single-Country Study||Portugal||1||Portuguese||Monograph / Full edited volume||2017||Ana||Medeiros|
|11/03/2016 23:36:51||Case Study||Pre-School / Nursery / Kindergarten||5 years of age||Observation, Interviews, Visual methods (photographs, video, etc.)||0-10||Single-Country Study||Portugal||Portugal||Portuguese||Other||2015||Isabel||Vilaça||Altina Ramos||Master Thesis|
|13/03/2016 15:02:12||Other||Family / Home||0-1 years of age, 2 years of age, 3 years of age, 4 years of age, 5 years of age, 6 years of age, 7 years of age, 8 years of age||Secondary documents (News, Media, Policy reports, Industry documents, etc.)||0-10||Comparative / Cross-National Study||SC||15||English||Research report||2013||Donell||Holloway||Lelia Green
|Zero to Eight. Young Children and their Internet Use||London||London School of Economics and EU Kids Online||This report critically reviews recent research to understand the internet use, and emerging policy priorities, regarding children from birth to eight years old.||http://eprints.lse.ac.uk/52630/1/Zero_to_eight.pdf|
|14/03/2016 08:24:47||Case Study||Family / Home||0-1 years of age, 3 years of age, 7 years of age||Observation, Interviews||0-10||Single-Country Study||Australia||1||English||Research article||2014||Donell||Holloway||Lelia Green
|It's all about the apps': Parental mediation of pre-schoolers' digital lives||Media International Australia||153||148-56||1329-878X||A young mother with a two-year-old and a four-year-old is asked about her experience of parenting. 'I can't believe how much is different,' she says, 'between the first child and the second. It's all about the apps.' Elsewhere in the room, the two pre-schoolers are absorbed in collaborative play with an iPad. Across the continent, a distant relative prepares for a pre-arranged Skype session with her young niece and nephew. She wonders whether the youngest, who has never video-conferenced before, will recognise and talk to her. These children are growing up with a game changer. What had been hailed as 'the Semantic Web' is turning out to be something creatively different. This article uses a series of vignettes to examine the power of the app, from Playschool Playtime to Skype, to highlight, analyse and discuss young children's (aged from birth to five) digital interventions facilitated by a download and touchscreen technologies.||https://search.informit.com.au/documentSummary;dn=812575059739048;res=IELLCC|
|14/03/2016 12:23:33||Qualitative, Case Study||Family / Home||6 years of age, 7 years of age||101-500||Comparative / Cross-National Study||SC||Italy, UK, Germany, Belgium, Finland, Czech Republic, Russia||English||Research report||2015||Stephane||Chaudron||Chaudron S., Beutel M.E, Èernikova M., Donoso Navarette V., Dreier M., Fletcher-Watson B., Heikkilä A-S., Kontríková V., Korkeamäki R-L., Livingstone S., Marsh J., Mascheroni G., Micheli M., Milesi D., Müller K.W. , Myllylä-Nygård T., Niska M., Olkina O., Ottovordemgentschenfelde S., Plowman L., Ribbens W., Richardson J., Schaack C. , Shlyapnikov V., Šmahel D., Soldatova G. and Wölfling K.||Young Children (0-8) and digital technology: A qualitative exploratory study across seven countries||Luxembourg||Publications Office of the European Union||ISBN 978-92-79-45023-5||Despite the growing number of very young children who go online and who are using a wide range of technologies, little is known about children’s interactions with those technologies. This report presents a pilot qualitative study designed and implemented in collaboration with a selected group of academic partners in different European countries that aims at pioneering in Europe the exploration of young children and their families` experiences with new technologies. It presents its results and discuss the findings at cross-national level on how children between zero and eight engage with digital technologies such as smartphones, tablets, computers and games; how far parents mediate this engagement and their awareness on the risks-opportunities balance. The report concludes on recommendations to parents, industries and policymakers.||http://publications.jrc.ec.europa.eu/repository/handle/JRC93239|
|14/03/2016 12:32:37||Qualitative, Case Study||Family / Home||6 years of age, 7 years of age||Observation, Interviews, Visual methods (photographs, video, etc.)||101-500||Comparative / Cross-National Study||SC||Italy, UK, Germany, Belgium, Finland, Czech Republic, Russia||English||Research report||2015||Sonia||Livingstone||Mascheroni, Giovanna., Dreier, Michael., Chaudron, Stephane. and Lagae, Kaat.||How parents of young children manage digital devices at home: The role of income, education and parental style.||London||LSE, EU Kids Online||The main focus of this report is on the role of parental education and household income. Together, these factors capture a major source of difference and inequality across households : hence we ask, how do they shape parental mediation of digital media ?
In terms of method, this report is based on are analysis of the rich data reported in Chaudron et al. (2015). Since that study was itself exploratory, and since the relevance of prior literature on European families of young children in the digital age is uncertain, the present analysis must also be exploratory. The 70 families (the majority with children aged between four and seven, hence our label ‘young children’) were originally selected to span a range of educational and income backgrounds, thus permitting comparisons by socioeconomic status. For the present analysis we divided the families into three groups–lower income/less educated, lower income/more educated and higher income/more educated (note that only two families could be characterised as higher income/less educated)
|21/03/2016 18:15:02||Qualitative||Family / Home, Peers||4 years of age, Older children (9-18 years of age)||51-100||Single-Country Study||Italy||1||English||Research article||2012||Vittadini, Nicoletta||Simone Carlo; Elisabetta Locatelli, Maria Francesca Murru||Studying Young Digital Users: Methods in Practice||International Journal of Learning and Media||4||2||47-55||10.1162/IJLM_a_00094||In contemporary societies communications technologies are constantly evolving under the pressure of digital innovation. Devices and software that allow learning, mediated communications, and the consumption of cultural products always, everywhere, and on every device are multiplying. OssCom (Centro di Ricerca sui Media e la Comunicazione) analyzed the cross-media practices of young Italians, the mediated communication activities of young digital users, the cross-media activities of Italian kids, and social networking use among Italians. The article presents these qualitative studies with a specific attention to the integration of different qualitative research methods—face-to-face interviews, “expanded ethnographies,” participatory methods—and the challenge of harmonizing qualitative research and the large social database retrievable from social networking software. The article describes how these methods can add layers to our understanding of young digital users’ practices that cross the boundaries of online and offline spaces and that include entertainment, sociality, and learning activities.||http://www.mitpressjournals.org/doi/abs/10.1162/IJLM_a_00094#.VvArzDb0x5l|
|21/03/2016 18:17:15||Qualitative||Family / Home, Peers||4 years of age, Older children (9-18 years of age)||51-100||Single-Country Study||Italy||1||English||Research article||2012||Vittadini, Nicoletta||Simone Carlo; Elisabetta Locatelli, Maria Francesca Murru||Studying Young Digital Users: Methods in Practice||International Journal of Learning and Media||4||2||47-55||10.1162/IJLM_a_00094||In contemporary societies communications technologies are constantly evolving under the pressure of digital innovation. Devices and software that allow learning, mediated communications, and the consumption of cultural products always, everywhere, and on every device are multiplying. OssCom (Centro di Ricerca sui Media e la Comunicazione) analyzed the cross-media practices of young Italians, the mediated communication activities of young digital users, the cross-media activities of Italian kids, and social networking use among Italians. The article presents these qualitative studies with a specific attention to the integration of different qualitative research methods—face-to-face interviews, “expanded ethnographies,” participatory methods—and the challenge of harmonizing qualitative research and the large social database retrievable from social networking software. The article describes how these methods can add layers to our understanding of young digital users’ practices that cross the boundaries of online and offline spaces and that include entertainment, sociality, and learning activities.||http://www.mitpressjournals.org/doi/abs/10.1162/IJLM_a_00094#.VvArzDb0x5l|
|23/03/2016 11:14:22||Mixed-Methods, Case Study, Participatory / Action Research||Pre-School / Nursery / Kindergarten, Family / Home||0-1 years of age, 2 years of age, 3 years of age, 4 years of age, 5 years of age||Surveys, Observation, Interviews, Physiological measurements||501-1000||Comparative / Cross-National Study||UK||4-5||English||Research article||2016||Ioanna||Palaiologou||research||European Ealry Childhood Education Research Journal||24||1||5-24||DOI:10.1080/1350293X.2014.929876|
|05/05/2016 13:03:23||Mixed-Methods||Pre-School / Nursery / Kindergarten||Adults||Surveys||101-500||Single-Country Study||Kuwait||1||English||Research article||2016||Fayiz||Aldhafeeri||Ioanna Palaiologou and Aderonke Fulorunsho||Integration of digtial technologies into play-based pedagogy in Kuwaiti early childhood education : teachers' views, attidutes and aptidutes||Journal of Ealry Years Education||DOI 10.1080/09669760.2016.1172477||http://www.tandfonline.com/doi/full/10.1080/09669760.2016.1172477|
|21/05/2016 11:23:20||Mixed-Methods||Pre-School / Nursery / Kindergarten||Adults||Surveys, Interviews||501-1000||Comparative / Cross-National Study||SC||5||English||Research article||2016||Ioanna||Palaiologou||Teachers’ dispositions towards the role of digital devices in play-based pedagogy in early childhood education||Early Years||http://dx.doi.org/10.1080/09575146.2016.1174816||http://dx.doi.org/10.1080/09575146.2016.1174816|
|14/07/2016 11:26:59||Mixed-Methods||Pre-School / Nursery / Kindergarten, Primary School, Special Needs School / Program||3 years of age, 4 years of age||Observation, Visual methods (photographs, video, etc.)||11-50||Single-Country Study||Spain||1||English||Research article||2014||Natalia||Kucirkova||Messer, D., Sheehy, K., & Panadero, C. F.||Children's engagement with educational iPad apps: Insights from a Spanish classroom.||Computers and Education||71||–||175-184|
|14/07/2016 12:21:27||Quantitative, Qualitative||Primary School||6 years of age, 7 years of age, 8 years of age, Older children (9-18 years of age)||Surveys, Visual methods (photographs, video, etc.)||101-500||Single-Country Study||Spain||1||SPANISH||Research article||2016||Antonia||Ramírez||Paula Renés Arellanob, Ignacio Aguadedc||The presence of media literacy in Primary education curriculum assessment criteria||Aula Abierta||44||2||55-62||10.1016/j.aula.2015.08.002||http://www.elsevier.es/es-revista-aula-abierta-389-articulo-la-competencia-mediatica-los-criterios-S0210277315000256|
|14/07/2016 12:29:03||Quantitative, Qualitative||Primary School, Family / Home||2 years of age, 3 years of age, 4 years of age, 5 years of age, 6 years of age, 7 years of age, 8 years of age, Older children (9-18 years of age)||Surveys, Interviews||51-100||Single-Country Study||Spain||1||SPANISH||Research article||2010||sonsoles||guerra||Paula Renés Arellano||LA FORMACIÓN EN MEDIOS Y PANTALLAS DE LAS FAMILIAS||Pixel-Bit. Revista de Medios y Educación||36||193-202||http://acdc.sav.us.es/ojs/index.php/pixelbit/article/view/440|
|14/07/2016 13:06:55||Quantitative||Family / Home||3 years of age, 4 years of age, 5 years of age, 6 years of age, Adults||Surveys||101-500||Single-Country Study||Kuwait||1||English||Research article||2016||Fayiz||Aldhafeeri||Ioanna Palaiologou||Interactions with digtial techonologies of children from 3 to 6 in Kuwaiti homes||EducationalFutures||7||3||48–68||http://educationstudies.org.uk/journal/ef/volume-7-3-2016/interactions-with-digital-technologies-of-children-from-3-to-6-in-kuwaiti-homes/besa-journal-ef-7-3-3-aldhafeeri/|
|18/07/2016 15:44:28||Qualitative||Family / Home||3 years of age, 4 years of age, 5 years of age, 6 years of age, 7 years of age, 8 years of age, Older children (9-18 years of age)||11-50||Single-Country Study||Belgium||1||English||Research article||2016||Bieke||Zaman||Marije Nouwen
Evelien de Ferrerre
Jan Van Looy
|A Qualitative Inquiry into the Contextualized Parental Mediation Practices of Young Children’s Digital Media Use at Home||Journal of Broadcasting and Electronic Media||60||1||1-22||Providing children with digital opportunities while equally minimizing risks is a challenging responsibility. Nevertheless, there is a scarcity of in-depth knowledge on how parents mediate young children’s digital media use. This article describes a qualitative, mixed-method study involving 24 parents and 36 children aged 3 to 9. The contribution is twofold. Firstly, we examine the strategies parents apply and the contextual factors shaping their mediation practices. Secondly, we reveal the emergence of new strategies and point to their dynamic nature. The emergence of distant mediation and participatory learning suggests new prospects for parental mediation literature in today’s digital world.||https://www.researchgate.net/publication/280098255_A_Qualitative_Inquiry_into_the_Contextualized_Parental_Mediation_Practices_of_Young_Children's_Digital_Media_Use_at_Home|
|18/07/2016 15:51:16||Quantitative, Qualitative||Community (Other)||2 years of age, 3 years of age, 4 years of age, 5 years of age, 6 years of age, 7 years of age||Observation, Interviews||11-50||Single-Country Study||Belgium||1||English||Research article||2012||Vero||Vanden Abeele||Bieke Zaman
Dirk De Grooff
|User eXperience Laddering with Preschoolers: Unveiling Attributes and Benefits of Cuddly Toy Interfaces||Personal and Ubiquitous Computing||16||4||451-465||In this paper, we suggest Laddering as a promising empirical method to evaluate the impact of tangibility on young children’s user experiences. In the first part of this paper, we explain what Laddering is. We explicate the conceptual foundations of Laddering, discuss the typical Laddering interviewing technique and focus on the Laddering data treatment. Then, we argue why Laddering might be especially valuable in a context of UX evaluations of tangible and embedded interfaces with children. In the second part of this paper, we present a case study, comparing three cuddly toy interfaces, and we demonstrate how Laddering can be used with preschoolers to explain preferences between these tangible interfaces. The case study confirms that Laddering can contribute to verifying the assumed benefits of tangibility. Laddering revealed how specific cuddly toy attributes as opposed to non-cuddly toy attributes led to specific benefits for the young participants. However, contrary to research findings from developmental literature, only children aged 5 years and older proved to be capable of performing as full Laddering respondents.||https://lirias.kuleuven.be/bitstream/123456789/324347/3/User+eXperience+Laddering+with+preschoolers.pdf|
|18/07/2016 15:55:16||Qualitative, Mixed-Methods||Family / Home||5 years of age||0-10||Single-Country Study||Belgium||1||English||Research article||2008||Vero||Vanden Abeele||Bieke Zaman||The Extended Likeability Framework: A Theoretical Framework for and a Practical Case of Designing Likeable Media Applications for Preschoolers||Advances in Human-Computer Interaction||2008||1-9||A theoretical framework and practical case for designing likeable interactive media applications for preschoolers in the home environment are introduced. First, we elaborate on the theoretical framework. We introduce the uses and gratifications paradigm (U&G). We argue that U&G is a good approach to researching likeability of media applications. Next, we complete the U&G framework with expectancy-value (EV) theory. EV theory helps us move from theoretical insights to concrete design guidelines. Together, the U&G framework and the EV model form the foundation of our extended likeability framework for the design and evaluation of interactive media applications, for preschoolers in the home environment. Finally, we demonstrate a practical case of our extended likeability framework via the research project CuTI. The CuTI project aims at revealing those particular user gratifications and design attributes that are important to support playful behaviour and fun activities of preschoolers in the home environment.||https://lirias.kuleuven.be/bitstream/123456789/259974/3/The+Extended+Likeability+Framework_vandenabeelezaman.pdf|
|18/07/2016 16:00:16||Quantitative, Qualitative, Mixed-Methods||On-line / Virtual||Adults||Surveys, Secondary documents (News, Media, Policy reports, Industry documents, etc.)||+1000||Single-Country Study||Belgium||1||English||Other||2015||Lizzy||Bleumers||Karen Mouws
Maarten Van Mechelen
|Sensitivity to Parental Play Beliefs and Mediation in Young Children's Hybrid Play Activities||Proceedings of the 14th International Conference on Interaction Design and Children||2015||170-177||Supporting young children's play in the digital world is a challenging endeavor. Little is known, however, about the parental beliefs and mediation practices regarding children's facilitated play in hybrid (mixed digital/physical) environments and how one can account for this through design. Following a Value Sensitive Design approach, we performed: 1) a conceptual literature investigation, 2) an empirical survey with 1398 parents of child(ren) aged 4-6 years, and 3) a technical investigation on online customer reviews of hybrid playful products for children. Our findings reveal the role of parents' mediation and beliefs in shaping young children's play. We provide designers with guidance to be accountable of the way design properties can foster parental play beliefs and support adult-child interaction. We conclude that young children's facilitated play in hybrid environments is shaped by both the social context in which it is enacted and the affordances provided through design.||https://lirias.kuleuven.be/bitstream/123456789/491036/2/p170-bleumers.pdf|
|18/07/2016 16:04:59||Qualitative, Mixed-Methods, Participatory / Action Research||Family / Home, Community (Other)||4 years of age, 5 years of age, 6 years of age, 7 years of age, 8 years of age, Older children (9-18 years of age), Adults||Observation, Interviews, Documents / Artifacts generated by participants||11-50||Single-Country Study||Belgium||1||English||Other||2015||Marije||Nouwen||Maarten Van Mechelen
|A Value Sensitive Design Approach to Parental Software for Young Children||Proceedings of the 14th International Conference on Interaction Design and Children||2015||363-366||Parental control software enables parents to support risk-management of their children’s digital media use. However, tools to support online opportunities are left unexplored. This paper presents an explorative inquiry into stakeholder values related to parental software for young children, using a Value Sensitive Design approach. By studying values, we aim to illuminate design of parental software solutions that are responsive to the issues families find most important. We engaged in value exploration of corporate and parental values, and conducted a workshop with the corporate stakeholders to align stakeholder values. The results highlight the importance of values such as ‘control for safety’ and ‘involvement’ in the development of parental software for young children. The contribution of this paper lies in the understanding of stakeholder needs and values concerning software tools that balance online risks and opportunities for young children.||http://dl.acm.org/citation.cfm?id=2771917|
|18/07/2016 16:11:19||Quantitative, Qualitative||Day Care / Child Minder, Community (Other)||3 years of age, 4 years of age, 5 years of age, 6 years of age, 7 years of age||Observation, Interviews||11-50||Single-Country Study||Belgium||1||English||Other||2010||Bieke||Zaman||Vero Vanden Abeele||Laddering with young children in User eXperience evaluations: theoretical groundings and a practical case||roceedings of the 9th International Conference on Interaction Design and Children||2010||156-165||In this paper, we investigate the usefulness and feasibility of Laddering with young children in User eXperience evaluations. We start with a revision of theoretical literature and guidelines. Developmental literature suggests that children aged two to seven years old have the cognitive capabilities to perform as Laddering interviewees. Next, we put these findings to the test via a practical case. The results of our case study demonstrate that only the older children, aged five years and older, were able to construct meaningful ladders. As for the type of ladders created, our results are in line with literature; children are inclined to attribute external reasons to product preferences rather than internal reasons, and consequently create ladders of attributes and consequences, not reaching for values.||https://lirias.kuleuven.be/bitstream/123456789/297564/1/Laddering+with+Young…..pdf|
|20/07/2016 14:16:11||Mixed-Methods, Case Study||Pre-School / Nursery / Kindergarten||5 years of age||Observation, Visual methods (photographs, video, etc.)||51-100||Single-Country Study||Portugal||1||English||Research article||2014||Cristina||Sylla||Clara Coutinho, Pedro Branco||A digital manipulative for embodied ‘‘stage-narrative’’ creation||Entertainment Computing / Elsevier||5||4||495–507||http://dx.doi.org/10.1016/j.entcom.2014.08.011||Keywords:
Storytelling; Narrative performance; Tangible interfaces; Digital manipulatives; Emergent literacy; Preschoolers
•27 pairs of pre-schoolers used a digital manipulative to create stories during six months during free-play time.
•Children’s narrative construction occurred in two levels.
•Children shared the stage, and simultaneously performed on this stage.
•They had equal control of the performance and orchestration of the story.
•The tangible elements promoted the creation of embodied stage-narratives.
|20/07/2016 14:26:18||Mixed-Methods, Case Study||Pre-School / Nursery / Kindergarten||5 years of age||Observation, Visual methods (photographs, video, etc.)||11-50||Single-Country Study||Portugal||1||English||Research article||2015||Cristina||Sylla||Clara Coutinho, Pedro Branco, Wolfgang Müller||Investigating the use of digital manipulatives for storytelling in pre-school||International Journal of Child-Computer Interaction /Elsevier||6||39–48||http://dx.doi.org/10.1016/j.ijcci.2015.10.001||The investigation presented here reports findings from a four-month evaluation of a digital manipulative that was carried in a Portuguese preschool involving 24 pairs of children during a period of four months. The gathered data showed that children used the digital manipulative
system to create stories and play language games, which are activities that foster the development of oral language and emergent literacy, and are formally targeted in the preschool curriculum. The system provided challenge and adventure, motivating children to collaboratively explore and create narratives, empowering each child to actively participate in the task.
|20/07/2016 14:50:04||Mixed-Methods, Case Study||Pre-School / Nursery / Kindergarten||4 years of age, 5 years of age||Surveys, Observation, Visual methods (photographs, video, etc.), Documents / Artifacts generated by participants||11-50||Single-Country Study||Portugal||1||English||Research article||2012||Cristina||Sylla||Pedro Branco, Clara Coutinho, Eduarda Coquet||TUIs vs. GUIs: comparing the learning potential with preschoolers||Personal and Ubiquitous Computing / Springer||16||4||421-432||DOI: 10.1007/s00779-011-0407-z.||This paper presents a comparison study between a tangible (TUI) and a traditional graphical user interface (GUI) for teaching preschoolers
about good oral hygiene. The study was carried with 41 children aged 4 – 5. Questionnaires to parents, children’s drawings, and interviews were used for data collection and analysis. The results suggest that the TUI was capable of promoting a stronger and long-lasting involvement having a greater potential to engage children, therefore potentially promoting learning. Evaluation through drawing seems to be a
promising method to work with preliterate children; however,
it is advisable to use it together with other methods.
|20/07/2016 17:23:11||Quantitative, Qualitative, Case Study||Family / Home||5 years of age, 6 years of age, 7 years of age, 8 years of age, Older children (9-18 years of age), Adults||Surveys, Interviews||101-500||Single-Country Study||Germany||1||German||Monograph / Full edited volume||2013||Ulrike||Wagner||Christa Gebel
(Wagner, Gebel, Lampert are Eds.)
|21/07/2016 11:56:20||Qualitative, Case Study||Family / Home, Community (Other)||Adults||Interviews||51-100||Single-Country Study||Germany||1||German||Research report||2016||Ulrike||Wagner||Susanne Eggert
|MoFam – Mobile Medien in der Familie||http://www.jff.de/jff/fileadmin/user_upload/Projekte_Material/mofam/JFF_MoFam_Studie.pdf||Bayerisches Staatsministerium für Arbeit und Soziales, Familie und Integration||The study's target groups are
– families with children aged 8-14 yrs.
– counsellors of child and
youth welfare service institutions
The study also encloses an expertise on the usage of mobile media of children 0-16 yrs.: http://www.jff.de/jff/fileadmin/user_upload/Projekte_Material/mofam/JFF_MoFam_Expertise.pdf
poster of the study in english: http://www.jff.de/jff/fileadmin/user_upload/Projekte_Material/mofam/JFF_MoFam_Poster_englisch.pdf
|25/07/2016 10:40:29||Qualitative||Pre-School / Nursery / Kindergarten, Family / Home, Community (Other)||7 years of age||Observation, Interviews, Documents / Artifacts generated by participants||0-10||Single-Country Study||Canada||1||English||Research article||2014||Marianne||McTavish||“I'll do it my own way!”: A young child's appropriation and recontextualization of school literacy practices in out-of-school spaces.||Journal of Early Childhood Literacy||14||3||319-344||10.1177/1468798413494919||affordance, digital technologies, children’s meaning making, early childhood literacy, multimodal texts, home and school, home and school discourses, home and school pedagogies, home-school practices, family literacy practices||http://ecl.sagepub.com.libproxy.ucl.ac.uk/content/14/3/319.full.pdf+html|
|25/07/2016 11:02:05||Qualitative, Longitudinal, Case Study||Primary School, Family / Home, Community (Other)||6 years of age||0-10||Single-Country Study||Canada||1||English||Research article||2016||Mi Song||Kim||Uncovering one trilingual child’s multi-literacies development across informal and formal learning contexts.||European Early Childhood Education Research Journal||24||3||414-438||10.1080/1350293X.2016.1164407||child development, multilingual education, emotional experience, early childhood education, communication, multi-literacy competencies, informal and formal learning contexts|
|25/07/2016 11:35:07||Qualitative, Longitudinal, Case Study||Family / Home, Community (Other)||3 years of age||Observation, Interviews, Visual methods (photographs, video, etc.)||0-10||Single-Country Study||Japan||1||English||Research article||2014||Dylan||Yamada-Rice||The semiotic landscape and 3-year-olds’ emerging understanding of multimodal communication practices.||Journal of Early Childhood Research||Vol. 12 154-184. 31p.||2||154-184||10.1177/1476718X12463913||early years education, emergent literacy, environmental print, image-based research, multimodality, new literacies, visual mode
|25/07/2016 12:13:14||Qualitative||Family / Home||2 years of age, 6 years of age||Visual methods (photographs, video, etc.)||0-10||Single-Country Study||Australia||1||English||Research article||2009||Christina||Davidson||Young Children's Engagement with Digital Texts and Literacies in the Home: Pressing Matters for the Teaching of English in the Early Years of Schooling||English Teaching||8||3||36-54||Young children’s computer use in their homes in order to understand their acquisition of new literacies.
Keywords: Digital literacy practices, new technologies, young children, conversation analysis
|25/07/2016 12:28:33||Participatory / Action Research||Community (Other), On-line / Virtual||Adults||Visual methods (photographs, video, etc.), Documents / Artifacts generated by participants||11-50||Single-Country Study||USA||1||English||Research report||2004||Patricia||Hutinger||Robinson, Linda; Schneider, Carol||Early Childhood Technology Integrated Instructional System (EC-TIIS) Phase 1: A Final Report||Western Illinois University||Center for Best Practices in Early Childhood Education||One of a series of reports in this area of interest||First report from the Early Childhood Technology Integrated Instructional System (EC-TIIS), a Steppingstones of Technology Innovation Phase 1-Development project, developed by the Center for Best Practices in Early Childhood at Western Illinois University as an online instructional system.
Keywords: Adult Training, Workshops, Internet, Emergent Literacy, Computer Software Evaluation, Educational Technology, Technology Integration, Young Children, Online Courses
|25/07/2016 12:34:54||Participatory / Action Research||Community (Other), On-line / Virtual||Adults||Visual methods (photographs, video, etc.), Documents / Artifacts generated by participants||11-50||Single-Country Study||USA||1||English||Research report||2004||Patricia||Hutinger||Robinson, Linda; Schneider, Carol||Early Childhood Technology Integrated Instructional System (EC-TIIS): Phase 3. Final Report||Western Illinois University||Center for Best Practices in Early Childhood Education||One of a series of reports in this area of interest||Adult Education, Workshops, Internet, Emergent Literacy, Computer Software Evaluation, Educational Technology, Technology Integration, Young Children, Online Courses||http://ec.thecenterweb.org|
|25/07/2016 12:54:33||Qualitative||Family / Home||2 years of age, 3 years of age, 4 years of age, 5 years of age, 6 years of age, 7 years of age, 8 years of age||Interviews||11-50||Single-Country Study||USA||1||English||Research report||2012||Shelley||Pasnik||Llorente, Carlin||2012 Context Study of the Use of Technology and PBS KIDS Transmedia in the Home Environment: A Report to the CPB-PBS "Ready to Learn Initiative"||MA, USA||Department of Education (DE)||Available from Education Development Center, Inc.||The CPB-PBS Ready To Learn initiative, funded by the U. S. Department of Education, brought engaging, high-quality media to young children deemed potentially at risk for academic difficulties due to economic and social disadvantages. The initiative aimed to deliver early mathematics and literacy resources on new and emerging digital platforms such as tablet computers, interactive whiteboards (IWBs), and smartphones, as well as better-established technologies such as computers, video displays, and gaming consoles, and to create learning experiences that leverage the unique capabilities of these various technology platforms.
Additional related publications can be found via the URL link below.
|25/07/2016 17:29:48||Qualitative, Ethnography||Family / Home||0-1 years of age, 2 years of age, 3 years of age, Adults||Observation, Interviews, Visual methods (photographs, video, etc.)||0-10||Single-Country Study||Australia||1||English||Research article||2015||Wendy Louise||Brooks||Music in infant-directed digital video discs: acontent analysis||Music Education Research||17||2||141-161||10.1080/14613808.2014.886675||Thirteen DVDs with titles implying a contribution to young children’s musical development and education are the focus of this paper. Mothers were observed using the DVDs at home with their children and their interactions discussed via semi-structured interviews. The article is written by a music specialist from the Sydney Conservatorium of Music.
Early childhood; multimodality; baby media; musical interaction; music education
|25/07/2016 17:45:23||Qualitative, Case Study||Pre-School / Nursery / Kindergarten, Family / Home||3 years of age, 4 years of age||Observation, Interviews, Visual methods (photographs, video, etc.)||0-10||Single-Country Study||UK||1||English||Research article||2010||Sylvia||Wolfe||Rosie Flewitt||New technologies, new multimodal literacy practices and young children's metacognitive development||Cambridge Journal of Education||40||4||387-399||DOI: 10.1080/0305764X.2010.526589||Drawing on notions of literacy as social practice, this paper discusses how the advent of new technologies has introduced new dimensions into young children’s literacy learning, the implications of which have not yet been fully recognised in early years policy guidance, training or practice.
Keywords: collaborative multimodal dialogue; literacy practices; new technologies; early childhood education; metacognitive development
|To link to this article: http://dx.doi.org/10.1080/0305764X.2010.526589|
|25/07/2016 18:01:43||Mixed-Methods||Pre-School / Nursery / Kindergarten, Primary School||4 years of age, 5 years of age||Physiological measurements, Visual methods (photographs, video, etc.)||11-50||Single-Country Study||Israel||1||English||Research article||2014||Ofra||Korat||Adina Shamir
|E-books as a support for young children's language and literacy: the case of Hebrew-speaking children||Early Child Development and Care||184||7||998-1016||10.1080/03004430.2013.833195||In this paper, the authors present a series of studies that examine the contribution of e-books reading to the language and literacy of young Hebrew- speaking children. The paper includes children of differing SES. Findings show that children from middle- and low-SES families benefited from reading the e-books with implications for language and literacy development.
Keywords: e-book; young children; SES
|25/07/2016 19:49:37||Qualitative, Other||Family / Home||3 years of age, 4 years of age, 5 years of age||Observation, Visual methods (photographs, video, etc.)||Non-empirical document||Single-Country Study||UK||1||English||Research article||2016||Lydia||Plowman||Rethinking context: digital technologies and children’s everyday lives||Children's Geographies||14||2||190-202||http://dx.doi.org/10.1080/14733285.2015.1127326||The paper considers different ways of conceptualising the settings in which research takes place into children’s everyday uses of digital technologies at home. The terms ‘ecology’ and ‘context’ are widely used to describe such settings but may be less appropriate as the boundaries between ‘home’ and ‘technology’ become less distinct. The paper traces associations between ‘ecology’, ‘culture’ and ‘context’ and outlines some of the ways in which the increasing omnipresence and invisibility of technologies in the home prompt different ways of both thinking about the research setting and suitable methods for exploring children’s everyday lives. Using the Internet of Things as an illustration, it contests default understandings of context and discusses the need to reconsider our use of terminology so that it takes account of the methodological implications and its theoretical provenance.
Keywords: children, context, culture, digital technology, ecocultural, home
|25/07/2016 19:56:19||Qualitative, Case Study||Family / Home||3 years of age, 4 years of age, 5 years of age||Observation, Interviews, Visual methods (photographs, video, etc.)||11-50||Single-Country Study||UK||1||English||Research article||2015||Lydia||Plowman||Studying children’s everyday uses of technology in the family home.||Interacting with Computers||27||1||36-46||doi: 10.1093/iwc/iwu031||Studies of the everyday uses of technology in family homes have tended to overlook the role of children and, in particular, young children. A study that was framed by an ecocultural approach focusing on children's play and learning with toys and technologies is used to illustrate some of the methodological challenges of conducting research with young children in the home. This theoretical framework enabled us to identify and develop a range of methods that illuminated the home's unique mix of inhabitants, learning opportunities and resources and to investigate parents' ethnotheories, or cultural beliefs, that gave rise to the complex of practices, values and attitudes and their intersections with technology and support for learning in the home. This resulted in a better understanding of the role of technology in the lives of these 3- and 4-year-old children.||http://iwc.oxfordjournals.org/content/27/1/36|
|25/07/2016 20:01:52||Qualitative||Pre-School / Nursery / Kindergarten, Family / Home||3 years of age, 4 years of age, 5 years of age||Surveys, Observation, Interviews, Visual methods (photographs, video, etc.), Documents / Artifacts generated by participants||11-50||Single-Country Study||UK||1||English||Research book chapter||2016||Lydia||Plowman||Learning technology at home and preschool||Nick Rushby & Dan Surry||Wiley Handbook of Learning Technology||96-112||Chichester, UK||John Wiley||Print ISBN: 9781118736432 Online ISBN: 9781118736494||This chapter uses the more inclusive terms digital media or technology interchangeably rather than learning technology as this reflects the broad range of devices likely to be experienced by preschool children across home and preschool environments. The different approaches to conceptualizing technology at home and in educational settings are highlighted by the language used. ICT is generally used to describe the information and communication technologies available in preschool and school, a policy term that is strongly associated with educational uses of computers and interactive whiteboards. The chapter discusses the particular requirements and perceived vulnerabilities of preschool children followed by a consideration of the close relationship between learning and play, and what this means for the use of digital media. Some of the differences between practices in preschool and home settings are outlined, concluding with reflections on the design of digital media and possible future developments.
Keywords: digital media; digital play; learning technology; preschool children
|26/07/2016 11:09:35||Quantitative||Pre-School / Nursery / Kindergarten, Family / Home||3 years of age, 4 years of age||Observation, Physiological measurements, Visual methods (photographs, video, etc.)||51-100||Single-Country Study||Israel||1||English||Research article||2013||Ofra||Korat||Adina Shamir
|Expanding the boundaries of shared book reading: E-books and printed books in parent–child reading as support for children’s language||First Language||33||5||504-523||10.1177/0142723713503148||Located in Israel with participant children and their mothers from low SES, the authors concluded that parents and children may expand their shared book reading experience to include e-books, as these may serve as promising contexts for developing young children’s language.
Keywords: E-book, phonological awareness, shared book reading, word comprehension, young children
|26/07/2016 11:24:45||Other||Pre-School / Nursery / Kindergarten||Non-empirical document||Observation||Non-empirical document||Single-Country Study||USA||1||English||Research article||2015||Karen E||Wohlwend||One Screen, Many Fingers: Young Children's Collaborative Literacy Play with Digital Puppetry Apps and Touchscreen Technologies||Theory into Practice||54||2||154-162||10.1080/00405841.2015.1010837||This article examines the digital literacy practices that emerge when young children play together with digital apps on touchscreen devices. It outlines a range of actions in digital literacy practices with computer technologies, for example tapping, swiping, pinching, dragging and stretching in relation to a touchscreen. The article focuses on the centrality of play and collaboration amongst very young children in their learning as they access digital apps.||http://dx.doi.org/10.1080/00405841.2015.1010837|
|26/07/2016 11:35:25||Qualitative, Case Study||Pre-School / Nursery / Kindergarten||4 years of age, 5 years of age||Observation, Interviews, Documents / Artifacts generated by participants||0-10||Single-Country Study||USA||1||English||Research article||2015||Sandra||Beam||Cheri Williams
|Technology-Mediated Writing Instruction in the Early Literacy Program: Perils, Procedures, and Possibilities||Computers in the Schools||32||3-4||260-277||10.1080/07380569.2015.1094320||The paper examines one kindergarten teacher’s use of digital and multimodal technologies to mediate early writing instruction and explore children's appropriation of that instruction to support their independent writing. The authors recommend that early childhood educators be open and willing to explore the use of digital technologies to mediate and transform writing pedagogy and practice beyond traditional paper and pencil methods.
Keywords: technology, writing instruction, early writing development, early literacy
|27/07/2016 17:15:29||Qualitative||Family / Home||4 years of age||Surveys, Interviews, Visual methods (photographs, video, etc.)||11-50||Single-Country Study||Japan||1||English||Research article||2010||Dylan||Yamada-Rice||Beyond Words: An Enquiry into Children's Home Visual Communication Practices||Journal of Early Childhood Literacy||10||3||341-363||10.1177/1468798410373267||Key words: child participative research, early childhood, image-based research, new literacies, new media, the visual mode|
|27/07/2016 17:26:50||Qualitative, Case Study||Pre-School / Nursery / Kindergarten||5 years of age||0-10||Single-Country Study||USA||1||English||Practitioner-Oriented Periodical||2008||Marjorie||Siegal||Stavroula Kontovourki
|Literacy in Motion: A Case Study of a Shape-Shifting Kindergartener||Language Arts||86||2||89-98||Case study of a Bangladeshi child living in the US and her multimodal, multi-layered literacy interactions within the classroom.The broader study from which this case was drawn was an ethnographic inquiry into the literacy practices and cultural models that constituted the mandated balanced literacy curriculum in a kindergarten classroom where digital and print-based literacies intersected.||http://search.proquest.com.libproxy.ucl.ac.uk/docview/196900288?accountid=14511|
|27/07/2016 17:40:57||Qualitative, Case Study||Primary School, Family / Home||6 years of age||Observation, Interviews, Documents / Artifacts generated by participants||0-10||Single-Country Study||Canada||1||English||Research article||2013||Kari-Lynn||Winters||Vetta Vratulis||Authored Assemblages in a Digital World: Illustrations of a Child's Online Social, Critical and Semiotic Meaning-Making||Journal of Early Childhood Literacy||13||4||529-554||10.1177/1468798412438752||The authors show how children’s digital authorship is shaped by events that occur both in and out of school. They introduce a theoretical framework, Authorship as Assemblage, to incorporate semiotic, social and critical perspectives to expand researchers’ and teachers’ conceptions of digital authorship.
Keywords: digital texts, multimodal literacies, computers and play, critical literacy events, semiotic work
|27/07/2016 17:53:32||Qualitative||Family / Home||2 years of age, 3 years of age, 4 years of age, 5 years of age, 6 years of age||Observation, Interviews, Visual methods (photographs, video, etc.)||0-10||Single-Country Study||Australia||1||English||Research article||2012||Christina||Davidson||Seeking the Green Basilisk Lizard: Acquiring Digital Literacy Practices in the Home||Journal of Early Childhood Literacy||12||1||24-45||10.1177/1468798411416788||Case study of how young children's digital literacy practices were acquired during computer use at home.
Keywords: conversation analysis, digital literacy practices, home, social accomplishment, young children
|28/07/2016 09:58:29||Qualitative||Family / Home||2 years of age, 3 years of age, 4 years of age, 5 years of age, 6 years of age, 7 years of age, 8 years of age, Older children (9-18 years of age)||Surveys||501-1000||Single-Country Study||Netherlands||1||English||Research article||2014||Peter||Nikken||Jeroen Jansz||Developing Scales to Measure Parental Mediation of Young Children's Internet Use||Learning Media and Technology||39||2||250-266||10.1080/17439884.2013.782038||The study had three goals: (1) to contribute to the emerging theory on parental mediation of children’s media use, (2) to explore the links between parental mediation and the family’s media ecology, and (3) to develop a tool to assess parental mediation of young children’s internet use. Types of mediation were age-related, for example supervision was found to be the most common type of guidance for the youngest children.
Keywords: young children; internet; parental mediation; social networking; casual gaming
|28/07/2016 10:08:56||Other||Pre-School / Nursery / Kindergarten, Primary School, Family / Home||3 years of age, 4 years of age, 5 years of age, 6 years of age||Observation, Visual methods (photographs, video, etc.)||Non-empirical document||Comparative / Cross-National Study||SC||Unknown – review of literature||English||Research article||2009||Debra A||Lieberman||Cynthia H Bates
|Young Children's Learning with Digital Media||Computers in the Schools||26||4||271-283||10.1080/07380560903360194||Keywords: children, preschool, kindergarten, media, computer,research, learning, cognitive skills, reading, mathematics||http://dx.doi.org/10.1080/07380560903360194|
|28/07/2016 10:16:54||Other||Pre-School / Nursery / Kindergarten, Primary School, Family / Home, Community (Other)||3 years of age, 4 years of age, 5 years of age||Observation||Non-empirical document||Comparative / Cross-National Study||SC||Unknown – review of literature||English||Research article||2009||Katy||Hisrich||Jay Blanchard||Digital Media and Emergent Literacy||Computers in the Schools||26||4||240-255||10.1080/07380560903360160||This article explores digital media and its effects on/links with three- to five-year-old children's learning and development..
Keywords: digital media, emergent literacy skills, preschoolers, technology, digital media and young children, digital media platforms
|28/07/2016 10:36:21||Other||On-line / Virtual||6 years of age, 7 years of age, 8 years of age, Older children (9-18 years of age)||Secondary documents (News, Media, Policy reports, Industry documents, etc.)||0-10||Single-Country Study||Australia||1||English||Research article||2012||Lisa||Kervin||Sandar C Jones
|Online Advertising: Examining the Content and Messages within Websites Targeted at Children||E-Learning and Digital Media||9||1||69-82||10.2304/elea.2012.9.1.69||This article examines the instances of overt and covert advertisements for food within three websites attached to children's magazines monitored over a 12-month period. This authors argue that this type of advertising presents significant implications for media literacy for young readers. Examples drawn on in the article present different classifications of advertisements that require the reader to carefully extract the content and intent of the message. The authors argue that creating awareness of, and strategies to deconstruct, the ‘hidden messages’ are necessary skills for young readers.
NOTE: sample size unknown. Age groups are targeted audiences for the three children's magazines.
|31/07/2016 14:41:42||Quantitative||On-line / Virtual||Adults||Surveys||101-500||Single-Country Study||Estonia||1||English||Research article||2016||Elyna||Nevski||Andra Siibak||The role of parents and parental mediation on 0–3 year olds’ digital play with smart devices: Estonian parents’ attitudes and practices.||Early Years: An International Research Journal||dx.doi.org/10.1080/09575146.2016.1161601||http://www.tandfonline.com/doi/abs/10.1080/09575146.2016.1161601?journalCode=ceye20|
|12/08/2016 01:13:39||Ethnography, Case Study||Family / Home||0-1 years of age, 2 years of age, 3 years of age, 4 years of age||Observation, Interviews||0-10||Single-Country Study||Spain||1||English||Research article||2016 (online first before publication)||Cristina||Aliagas||Ana M. Margallo||Children's responses to the interactivity of storybook apps in family shared reading events involving the iPad||Literacy||10.1111/lit.12089.||This paper reports on some data on the effects of screen-based interactivity on children's engagement with storybook apps during family shared book reading that were gathered in a 2-year, small-scale ethnographic case study in Spain. Data analysis focuses on the complex interplay between the storybook app's interactive features and the children's responses to them. Our findings show that interactive elements increase the child's autonomy, as they tend to promote the importance of the reader, positioning him or her as a collaborator, storyteller, an author or an internal character in the fiction; something that can materialise in exciting narrative strategies that can trigger powerful responses to digital literary texts in emergent readers, including playing, creating new fictions or engaging emotionally with the story. Finally, we argue that the Reader Response models that have been used over recent decades to understand children's reading experiences with storybooks need to be revised to better understand their current experiences with interactive texts.||http://onlinelibrary.wiley.com/doi/10.1111/lit.12089/abstract|
|22/08/2016 16:30:53||Other||Community (Other)||Non-empirical document||Visual methods (photographs, video, etc.)||Non-empirical document||Comparative / Cross-National Study||SC||Unknown||English||Research book chapter||2013||Anne Burke||Jackie Marsh||Anne Burke and Jackie Marsh||Children's Virtual Play Worlds: Culture, Learning and and Participation (New Literacies and Digital Epistemologies)||New York||Peter Lang Publishing Inc||ISBN-13: 978-1433118265||Key themes
The social aspects of internet games
Computers and children
Shared virtual environments
The book revisits the question of learning and play in new and interesting ways in the context of children's digital lives becoming more relevant to schools and educators. Children's Virtual Play Worlds: Culture, Learning, and Participation provides an account of children's play engagements in virtual worlds through a number of scholarly perspectives, exploring key concerns and issues which have come to the forefront. The research in this edited volume takes on a global perspective and embraces many different areas of study from school based research, sociology, cultural studies, psychology, to contract law. It shows the potential and possibilities of how children's play and learning in virtual spaces.
|22/08/2016 16:45:37||Qualitative, Case Study||Pre-School / Nursery / Kindergarten||4 years of age, 5 years of age||Surveys, Observation||51-100||Single-Country Study||USA||1||English||Research article||2013||Beth||Beschorner||Amy Hutchison||iPads as a Literacy Teaching Tool in Early Childhood||IJEMST (International Journal of Education in Mathematics, Science and Technology||1||1||16-24||Key words: iPad, Literacy, Early Childhood
From the abstract:
|22/08/2016 16:59:22||Qualitative||Family / Home||3 years of age, 5 years of age, 6 years of age, 8 years of age||Observation||0-10||Single-Country Study||Canada||1||English||Research article||2011||Joanne||O'Mara||Linda Laidlaw||Living in the iWorld: Two Literacy Researchers Reflect on the Changing Texts and Literacy Practices of Childhood||English Teaching||10||4||149-159||Key words: new literacies, multimodality, mobile devices, young children, home literacy
How understanding children's digital practice in the context of the home environment might be garnered for influencing the development of appropriate pedagogical approaches for teaching technology in school.
|22/08/2016 17:16:55||Other||Primary School||8 years of age, Non-empirical document||Secondary documents (News, Media, Policy reports, Industry documents, etc.)||Non-empirical document||Single-Country Study||USA||1||English||Practitioner-Oriented Periodical||2013||Meghan||McCarthy Welch||Caitlin McMunn Dooley||Are your students really participating?||USA||Learning and Leading with Technology||From the International Society for Technology in Education (ISTE)||A short article for teachers of children aged 8 years and under that makes a claim for practitioners knowing whether their students are using digital tools effectively. For example they ask, are your students participating in digital environments in ways that encourage critical thinking, active engagement, and contribution, or are they simply passive consumers? The authors discuss the importance of true participation for young students to get the most out of the digital tools they encounter.||http://files.eric.ed.gov/fulltext/EJ1015182.pdf|
|23/08/2016 15:13:40||Qualitative||Family / Home||3 years of age||Observation||0-10||Single-Country Study||USA||1||English||Research article||2010||Heejung||An||Holly Seplocha||Video-Sharing Websites: Tools for Developing Pattern Languages in Children||Young Children's Engagement with Digital Texts and Literacies in the Home: Pressing Matters for the Teaching of English in the Early Years of Schooling||65||5||20-25||Key words: computer and video games, learning, technological change, cognition and reasoning
The article provides comment and reflection on children and their families and teachers using video-sharing websites for new types of learning and information sharing (Helft 2009). It explores the pedagogical implications of this digital phenomenon in the context of pattern language development, beginning with reflections on technology interactions between the first author and her son.
|23/08/2016 15:29:59||Mixed-Methods||Primary School||Adults||101-500||Single-Country Study||USA||1||English||Research report||Marilyn P.||Arnone||Ruth V. Small
|S.O.S. for Information Literacy: A Tool for Improving Research and Information Skills Instruction||Atlanta, USA||Convention of the Association for Educational Communications and Technology||Report on Phase 1 of the Project||Key words: Computer Assisted Instruction; Computer Literacy; Computer Uses in Education; Early Childhood Education; Educational Development; Educational Research; Educational Technology; Higher Education; Information Literacy;Information Skils; Instructional Improvement; Multimedia Materials|
|23/08/2016 15:40:13||Qualitative, Case Study||Pre-School / Nursery / Kindergarten||4 years of age, 5 years of age||Observation, Visual methods (photographs, video, etc.)||0-10||Single-Country Study||USA||1||English||Research article||2002||Linda D.||Labbo||Jonathan A. Eakle
Kristina M. Montero
|Digital Language Experience Approach: Using Digital Photographs and Software as a Language Experience Approach Innovation.||Reading Online||5||8||ERIC Number: EJ669379||Note that Reading Online articles are no longer available online.
Contends that not all children benefit from established literacy activities in ways that teachers expect and that computer technologies are not routinely incorporated into classroom literacy activities. Reveals, through a case study, that young children of different ability levels have unique occasions for literacy learning when a Language Experience Approach is enhanced with digital photography. Provides a framework for a Digital Language Experience Approach and implications for classroom practice.
|31/08/2016 21:27:24||Case Study||Primary School||7 years of age, 8 years of age||Observation||Non-empirical document||Single-Country Study||Romania||1||english||Research report||Laurentiu||Soitu||Mihaela Mocanu
|31/08/2016 21:38:05||Qualitative||Primary School||7 years of age, 8 years of age||Observation||Non-empirical document||Single-Country Study||Romania||1||english||Research report||Laurentiu||Soitu||Mihaela Mocanu
|The article shows the process of implementing the digital textbooks in primary level in schools, focused on effects that are generated through their using. The main objective of the research is to answer the question: does the use of digital texbooks have an impact on the assimilation of knowledge, learning skills, changing attitudes and the motivation of learning?
Schools have the option of can give up the idea of taking over and adapting methods to the new technologies, which should become real educational means.
|12/09/2016 08:50:47||Qualitative, Case Study||Primary School||Adults||Interviews||11-50||Single-Country Study||Finland||1||English||Research book chapter||2016||Reijo||Kupiainen||Hanna Leinonen, Marita Mäkinen, Angela Wiseman||Digital Book Project with Primary Education Teachers in Finland||Michele Knobel & Judy Kalman||New Literacies and Teacher Learning: Professional Development and the Digital Turn||109-129||New York||Peter Lang||978-1-4331-2911-7|
|12/09/2016 08:56:28||Case Study||Primary School||8 years of age||Observation, Interviews, Visual methods (photographs, video, etc.)||11-50||Single-Country Study||USA||1||English||Research article||2016||Angela||Wiseman||Marita Mäkinen, Reijo Kupiainen||Literacy Through Photography: Multimodal and Visual Literacy in a Third Grade Classroom||Early Childhood Education Journal||44||5||537- 544||doi:10.1007/s10643-015-0739-9|
|12/09/2016 09:04:16||Qualitative, Longitudinal||Day Care / Child Minder, Primary School||5 years of age, 8 years of age, Older children (9-18 years of age)||Surveys, Observation, Interviews, Visual methods (photographs, video, etc.)||51-100||Single-Country Study||Finland||1||English||Research article||2016||Elina||Noppari||Niina Uusitalo, Reijo Kupiainen||Talk to me! Possibilities of producing children´s voices in the domestic research context.||Childhood||http://dx.doi.org/10.1177/0907568216631026|
|29/09/2016 14:44:05||Qualitative||Pre-School / Nursery / Kindergarten||2 years of age, 3 years of age, 4 years of age, 5 years of age, 6 years of age||Observation, Interviews||101-500||Single-Country Study||Norway||1||Norwegian||Research article||2013||Margrethe||Jernes||Barns perspetkiv på aktiviteter der digital teknologi inngår||Barn||1||45-66||ISSN 0800-1669||Abstract
This article focuses on children's perspectives of their own experiences of activity with PC games and digital drawing. The study is based on socio-cultural perspectives on learning and knowledge, where inter subjectivity and the culture of learning is central. Methodologically, the study is phenomenological hermeneutically rooted. The article is based on information gathered in a large field work. Children's perspectives are described and analyzed both from observations and from interviews with children in three Norwegian kindergartens. The results are presented within three themes: The first theme is about children's digital literacy. The second theme is about children's different learning cultures both at home and in kindergarten. The third theme is aspect of communication where technology is included, is discussed.
Keywords: children's perspective, sociocultural perspectives, inter subjectivity, digital technology, kindergarten
|30/10/2016 17:41:46||Case Study||Primary School||6 years of age||Interviews||11-50||Single-Country Study||Portugal||1||Portuguese||Research article||2013||Paula||Flores||Luísa Eça
|A cidadania e as TIC: Projeto no 1º CEB||Colóquio Desafios Curriculares e Pedagógicos na Formação de Professores||1||978-972-8952-33-4||170-177||A escola, enquanto comunidade, imprime possibilidades de relações plurais que superam os programas curriculares e contribuem para o desenvolvimento integral dos alunos. Assim, o presente artigo reflete o modo como as TIC podem modificar contextos e motivações ao nível dos alunos, do professor, da escola e dos encarregados de educação. Neste contexto, alunas da formação inicial de professores implementaram o projeto “Vokimania” em contexto real e, espera-se, que a disseminação do mesmo possa instigar outros contextos educativos à realização de boas práticas com recursos tecnológicos e, deste modo, contribuir para a renovação das práticas pedagógicas.||http://coloquiodesafioscurriculares2015.tk/|
|30/10/2016 18:49:32||Qualitative||Primary School||6 years of age, 7 years of age, 8 years of age||Observation, Interviews||51-100||Single-Country Study||Portugal||1||Portuguese||Research article||2016||Paula||Flores||Altina Ramos||Práticas com TIC potenciadoras de mudança no 1º ciclo do ensino básico||1st International Conference on Teacher Education (INCTE)||1||978-972-745-207-1||187-195||http://hdl.handle.net/10198/11434||As Tecnologias da Informação e da Comunicação (TIC) desafiam duplamente o professor: por um lado deve responder aos interesses das crianças que atualmente não dispensam as tecnologias digitais no seu dia a dia; por outro, têm de encontrar práticas promotoras no aluno de um pensamento crítico, reflexivo, articulado e criativo, práticas motivadoras no sentido de envolverem os alunos na construção do seu próprio conhecimento nas várias áreas curriculares. Este artigo centra-se nas práticas pedagógicas com TIC, apresentando exemplos de atividades onde são utilizados recursos digitais em contexto educativo e salientando os seus efeitos no processo de ensino e aprendizagem. Metodologicamente é um estudo de caso cuja recolha de dados foi realizada no âmbito Prática Pedagógica Supervisionada. Foi feita uma análise de conteúdo de algumas dessas práticas cujos resultados apontam em cinco sentidos: a) há casos em que a utilização de tecnologias pouco acrescentou às práticas anteriormente executadas nas turmas; b) noutros casos, principalmente quando a tecnologia passa efetivamente para a mão dos alunos, verifica-se uma grande motivação e o desenvolvimento de capacidades sócio afetivas e linguísticas c) noutros, ainda, a tecnologia estimula a articulação de saberes, tornando a aprendizagem significativa; d) as TIC são um ponto agregador de motivação; e) há casos em que as tecnologias têm um grande impacto na aprendizagem e, pensa-se, na vida académica e pessoal dos alunos. Com estes exemplos, esperamos contribuir para estimular a renovação de práticas pedagógicas em termos da dimensão metodológica do uso das TIC no 1º CEB.||https://comunidade.ese.ipb.pt/ieTIC|
|30/10/2016 19:05:26||Qualitative, Case Study||Primary School||6 years of age||Observation, Interviews||11-50||Single-Country Study||Portugal||1||Portuguese||Research article||2007||Paula||Flores||António Flores||INOVAR NA EDUCAÇÃO: O MOODLE NO PROCESSO DE ENSINO/APRENDIZAGEM||V Conferência Internacional de Tecnologias de Informação e Comunicação na Educação||1||492-502||The learning process using Moodle platform is nowadays a reality in the primary school. This paper presents the form
one experience and it also shows the e-learning contribution to the knowledge building and its influence on the
method and on the teacher`s profile.
The results show that the inter activity between students and the platform helps them to achieve good learning results
and to feel self motivated, self confident and it also includes the parents` responsibility in a quality education. The
pupil and her/his parents` confidence produces satisfaction and a well-being climate towards the school.
|30/10/2016 19:11:18||Quantitative, Case Study||Primary School||6 years of age||Observation, Interviews||11-50||Single-Country Study||Portugal||1||Portuguese||Research article||2009||Paula||Flores||Joaquim Escola||O papel das novas tecnologias na construção da cidadania: a plataforma Moodle no 1º ciclo do Ensino Básico||Observatorio (OBS*) Journal||8||1646-5954/ERC123483/2009 077||077-096||The appearance of the new educational technologies led to new educational paradigms that are projected
as formal or informal contents. The pedagogical communication suffers deep changes, showing
new challenges that report obsolete pedagogical models. Such alterations claim compulsory changes
in the communicational styles and in the teacher/pupil profile.
Even though there are some promises in society with renewed possibilities of better social integration
and, consequently, a better participation, many adverse signal phenomenon keep happening in high
industrialized and technologically, advanced societies.
Despite all, of this it seems clear that the ICT can take unpredictable directions contributing to the
social exclusion, making new deep inequalities. It’s a school duty to assume the ICT use by pupils in
such a way that they feel like they are participating and so, everyone can learn and build the knowledge
in society together. We look forward to bringing out a brief reflection set about by ICT education
integration and present an experience with Moodle platform that may be the starting point in future
initiatives, becoming a real inclusion factor and the full citizenship statement, since the early school
|30/10/2016 19:37:24||Quantitative||Primary School||Adults||Observation, Documents / Artifacts generated by participants||+1000||Single-Country Study||Portugal||1||Portuguese||Research article||2012||Paula||Flores||Joaquim Escola
|Formar para Inovar, Inovar Formando com TIC||Póvoa de varzim||Escola Superior de Educação de Paula Frassinetti e Nova Escola Galega||III Encontro Internacional Fenda Digital: TIC, Escola e Desenvolvimento. Projetos de inovação mediados pelas TIC (||O futuro exige mudanças no paradigma da educação para que se preparem as gerações atuais e futuras para um mundo incerto, tecnológico e global. Exige, assim, responsabilidades acrescidas a todos os atores da educação no sentido de uma resposta eficaz à renovação da escola. Apresenta-se, neste artigo, uma reflexão crítica que permite compreender a inclusão das TIC discutindo os resultados de um estudo que envolveu 1300 professores na região do Porto e que aborda três dimensões fundamentais: disponibilidade de recursos TIC, formação de professores e boas práticas docentes. Pretende-se, através da interação destes vetores, contribuir para a reedificação de novas políticas que promovam a inclusão das TIC, a formação de professores em TIC e para a disseminação de boas práticas, no sentido de uma visão renovada da construção de aprendizagens e de um novo modo de se viver a escola.||http://recipp.ipp.pt/bitstream/10400.22/6334/1/ART_PaulaFlores_2012.pdf|
|30/10/2016 23:31:25||Qualitative, Case Study||Primary School||7 years of age, 8 years of age||Observation, Interviews||11-50||Single-Country Study||Portugal||1||Portuguese||Research article||2013||Angélica||Mafra||Paula Flores
|O Podcasting no desenvolvimento da leitura: uma experiência no 1º Ciclo do Ensino Básico||1||As TIC no Ensino: Politicas, Usos e Realidades||233 – 255||Santiago de Compostela – Espanha||Andavira Editora||978-84-8408-722-9.||podcasting; processo de leitura, novas metodologias||http://recipp.ipp.pt/handle/10400.22/6329|
|30/10/2016 23:43:51||Other||Primary School, Libraries, On-line / Virtual||6 years of age, 7 years of age, 8 years of age, Adults||Observation, Visual methods (photographs, video, etc.), Documents / Artifacts generated by participants||Non-empirical document||Single-Country Study||Portugal||1||English||Research book chapter||2015||Paula||Flores||Altina Ramos
|The Digital Textbook: Methodological and Didactic Challenges for Primary School.||Digital Textbooks, What’s New?||Santiago de Compostela – Espanha||USC/IARTEM.||dx.doi.org/10.15304/op377.759||The potentialities of ICT in education bring about changes in the teaching and learning methodologies, in the places where you learn and in the way you learn. This demands a reflection not only on the ways of learning, but also on the support resources, so that learning can take place and, of course, it is indispensable to understand the teachers’ answer to the digital challenges. Thus, the purpose of this analysis is to reflect about technological trends in an educational context and their underlying models by analyzing the role played by digital textbooks in Portugal in an innovating context. This way, we intend to contribute to an educational policy as we plan to relate the teachers’ training to the increasing development of the digital textbooks and we also intend to contribute to the understanding of a didactic resource which is closely related to the learning processes which resort to advanced technology.||http://www.usc.es/libros/index.php/spic/catalog/book/759|
|30/10/2016 23:58:40||Quantitative, Qualitative||Primary School, Community (Other)||6 years of age, 7 years of age, 8 years of age, Adults||Observation, Documents / Artifacts generated by participants||+1000||Single-Country Study||Portugal||1||Portuguese||Research article||2013||Paula||Flores||Américo Peres
|Competências e saberes na nova era digital: Exemplificação no 1º ciclo do ensino básico||Universidade de Trás-os-Montes e Alto Douro- Vila Real||Currículo, Aprendizagens e Trabalho Docente||O carácter dinâmico das Tecnologias da Informação e da Comunicação determina mudanças fugazes nas identidades
profissionais dos docentes, desafiando novas competências e novos sentidos na aprendizagem que enriquecem e transformam
o currículo. Configura, ainda, momentos de inquietação que reformam velhos hábitos e dão alento a uma escola renovada
capaz de responder às exigências desta nova geração de jovens multimédia.
Reconhecendo a importância das competências e dos saberes dos professores para ultrapassarem os desafios da era digital e
adaptarem-se a novos contextos metodológicos, pedagógicos, estratégicos e tecnológicos, é importante desenvolver estudos
que incluam não só a análise dos conhecimentos dos professores em TIC, mas também o tipo de práticas pedagógicas que
realizam com os alunos e como as avaliam, para se compreenderem efectivamente as mudanças que ocorrem com o uso das
TIC e o seu significado no currículo ou nas tradições dos docentes.
O estudo que apresentamos envolveu cerca de 1300 professores do 1º Ciclo do Ensino Básico de seis concelhos da região do
grande Porto, tendo como base a análise de dois inquéritos. Um dos inquéritos pretendia analisar a experiência com TIC dos
professores, o outro solicitava a apresentação de boas práticas realizadas com recurso às novas tecnologias.
Verificou-se existir um grupo de ferramentas TIC que os professores revelaram não ter conhecimentos suficientes para as
integrarem nas usas práticas e outro grupo, de dimensão mais reduzido, que envolve ferramentas dominadas satisfatoriamente
pelos professores. Os conhecimentos e a frequência de utilização de ferramentas tecnológicas têm uma associação
estatisticamente significativa com os obstáculos à integração das TIC. Constatou-se, ainda, que para uns, a integração de
novas tecnologias poderá ter representado o passo para um novo perfil de professor e de aluno, uma escola sem fronteiras,
aberta e transparente, pelas diferentes metodologias de trabalho, pelos novos ambientes de aprendizagem, pelas novas
competências exigidas aos alunos, professores e pais. Enquanto, para outros não passou de mais uma ferramenta de trabalho
pelo que a tecnologia se converteu num instrumento de exposição e de consolidação. As boas práticas exigem políticas
educativas eficientes e boas lideranças de escolas, uma adequação do currículo aos tempos actuais para que se assegurem
as condições necessárias à implementação de uma nova era na educação – a educação digital…
|31/10/2016 00:06:24||Qualitative||Primary School, Peers||6 years of age, 7 years of age, 8 years of age, Adults||Surveys, Observation, Documents / Artifacts generated by participants||11-50||Single-Country Study||Portugal||1||Portuguese||Research book chapter||2011||Paula||Flores||Os dez Princípios de uma boa prática||Centro de Formação de Associação de Escolas Braga/Sul.||A par dos tempos que correm, as TIC e o centenário da República||95-98||Braga||Centro de Formação de Associação de Escolas Braga/Sul.||A importância que actualmente se concede à integração das novas tecnologias na educação impõe uma reflexão sobre as práticas pedagógicas hoje vividas nas nossas escolas e a sua repercussão na educação. Este estudo tem como propósito compreender os efeitos das boas práticas e apresentar os 10 princípios de boas práticas com TIC escorados num estudo realizado com professores do 1º Ciclo do Ensino Básico na região do grande Porto. Esperamos assim contribuir para uma reflexão crítica sobre a inclusão das TIC e realçar o seu potencial na educação.||http://recipp.ipp.pt/handle/10400.22/6333|
|02/11/2016 01:00:21||Case Study||Primary School||8 years of age||Observation, Interviews||101-500||Single-Country Study||Russia||1||English||Research article||2016||Vasilyeva||Nadezda||The use of informational-comm unicational technologi es in reading difficulties correction in children||Moscow,||Annual International Scientific Conference Early Ch ildhood Care and Education, ECCE||In this article we study the problem of reading difficulties in children. We analyze the results of a research, which was aimed
at creating a program for optimizing the functioning of visual
mechanisms and determining the possibility of improving
reading capabilities in children with readin
g difficulties. A special program of correctional sessions was elaborated on the
basis of informational-communicational software, which allows to affect visual mechanisms differentially. Practical
implementation of this program in experiments proved the effectiveness of given approaches in organizing correctional
sessions aimed at overcoming reading difficulties and their prevention in children
|03/11/2016 09:03:14||Qualitative, Other||Primary School||7 years of age, 8 years of age, Older children (9-18 years of age)||51-100||Single-Country Study||Portugal||1||Monograph / Full edited volume||2005 PHD thesis||Altina||Ramos||https://repositorium.sdum.uminho.pt/bitstream/1822/6914/23/Capas.pdf|
|04/11/2016 16:39:59||Qualitative||Pre-School / Nursery / Kindergarten||3 years of age, 4 years of age, 5 years of age||Observation, Visual methods (photographs, video, etc.), Documents / Artifacts generated by participants||11-50||Single-Country Study||Portugal||1||Portuguese||Monograph / Full edited volume||2014||Ilda||Teles||https://repositorium.sdum.uminho.pt/bitstream/1822/36025/1/Ilda%20Maria%20Marinho%20Moreira%20Teles%20Braga.pdf|
|04/11/2016 16:44:35||Qualitative||Pre-School / Nursery / Kindergarten||3 years of age, 4 years of age, 5 years of age||11-50||Single-Country Study||Portugal||1||Portuguese||Monograph / Full edited volume||2014||Senhorinha||Teixeira||https://repositorium.sdum.uminho.pt/bitstream/1822/36023/1/Disserta%C3%A7%C3%A3o_Senhorinha%20Teixeira_2014.pdf|
|04/11/2016 16:46:09||Qualitative, Case Study||Pre-School / Nursery / Kindergarten||3 years of age, 4 years of age, 5 years of age||11-50||Single-Country Study||Portugal||1||Portuguese||Monograph / Full edited volume||https://repositorium.sdum.uminho.pt/bitstream/1822/36025/1/Ilda%20Maria%20Marinho%20Moreira%20Teles%20Braga.pdf|
|04/11/2016 16:48:08||Qualitative, Case Study||Pre-School / Nursery / Kindergarten||3 years of age, 4 years of age, 5 years of age||11-50||Single-Country Study||Portugal||1||Portuguese||2014||Ádila||Faria||https://repositorium.sdum.uminho.pt/bitstream/1822/35578/1/%C3%81dila%20Ferreira%20Lopes%20de%20Faria.pdf|
|07/11/2016 16:52:25||Qualitative||Pre-School / Nursery / Kindergarten, Primary School||0-1 years of age, 2 years of age, 3 years of age, 4 years of age, 5 years of age, 6 years of age||Observation, Secondary documents (News, Media, Policy reports, Industry documents, etc.)||Non-empirical document||Comparative / Cross-National Study||UK||3||English||Research article||2016||Natalia||Kucirkova||Personalisation: A theoretical possibility to reinvigorate children’s interest in storybook reading and facilitate greater book diversity||Contemporary Issues in Early Childhood Education||17||3||304-316||This article argues for a new approach to address the apparent paradox of a wider availability of children’s literature combined with children’s eroded reading interest. The issue is suggested to be addressed by considering the agency and aesthetic dimensions which lie at the heart of personalisation theory. Translating agency into reading practice means establishing children’s early authoring, which can result in an eclectic approach to content and increased reading motivation, as long as children’s aesthetic choices are fully supported. However, it is also argued that early authoring should not be conflated with achieving an overly child-centred literature, which would ignore the reciprocity dimension of community and society relations. Digital book-making is suggested to offer original concepts which might provide an alternative approach for future work in the area of early authoring.||http://cie.sagepub.com/content/17/3/304.short|
|12/11/2016 13:32:01||Case Study||Community (Other)||Adults, Non-empirical document||Secondary documents (News, Media, Policy reports, Industry documents, etc.)||Non-empirical document||Comparative / Cross-National Study||SC||2||English||Research article||2015||Vilmante||Liubiniene||Daniel Persson Thunqvist||Media literacy and digital divide: a cross-cultural case study of Sweden and Lithuania.||Creativity studies||vol. 8||2||134-148||http://dx.doi.org/10.3846/23450479.2015.1046407||Keywords: digital culture, digital divide, digital generation, media literacy, network society, social stratification.
A case study of Sweden and Lithuania aims at analysing the important question of inclusion and exclusion when it comes to the media literacy and the digital divide. Analysis of country-level factors, such as social-stratification, technological infrastructure, educational system, cultural values is provided with the goal to identify the keen factors widening the digital divide of certain population groups in both countries. The study has revealed that in regard to media literacy, age matters the most in case of Lithuania. On the contrary, in Sweden the digital divide between different age groups is diminishing but the media literacy of socio-economically marginalized groups (immigrants in particular) is much lower as compared to the general trends in population. The digital generation – children and teenagers – have got much more in common in both countries as opposed to the senior adult populations.
|12/11/2016 14:01:20||Other||Community (Other)||Non-empirical document||Secondary documents (News, Media, Policy reports, Industry documents, etc.)||Non-empirical document||Single-Country Study||Lithuania||1||English||Research book chapter||2015||Vilmante||Liubiniene||Saulius Keturakis||Reinventing one’s identity and the simulacra of private life in cyberspace.||S. Baumann, M. Flegel||All the world’s a stage: theorizing and producing blended identities in a cybercultural world||13-21.||online||Inter-Disciplinary Press.||978-1-84888-388-8||All the World’s a Stage: Theorizing and Producing Blended Identities in a Cybercultural World explores the extent to which cyber and “real” selves increasingly overlap, intersect, and entwine. As the quotation from Shakespeare indicates, the question of the roles we play in society and their relation to our self is not new; however, the rise of cyberculture has further complicated the relationship between our sense of self and our social roles, because it provides more opportunities to adopt new or changed identities. Some contributors to this volume welcome the complexities of the self that cyberculture has engendered, and explore changes in morality, community, and identity. Others acknowledge the negative effects of such performative identities, questioning what we lose by constructing ourselves so constantly in response to a virtual audience. Nevertheless, cyberculture is now “real” culture, and coming to terms with who we are online increasingly determines who we are altogether.||http://www.interdisciplinarypress.net/product/all-the-worlds-a-stage-theorizing-and-producing-blended-identities-in-a-cybercultural-world/|
|14/11/2016 10:03:45||Qualitative, Ethnography||Pre-School / Nursery / Kindergarten||4 years of age, 5 years of age, 6 years of age, 7 years of age||Observation, Interviews, Visual methods (photographs, video, etc.)||51-100||Comparative / Cross-National Study||SC||2||English||Research article||2016 (forthcoming)||Isabel||Froes||Susana Tosca||Hands Between the Worlds||Hjorth, L., Horst, H., Galloway, A. & Bell, G.||Routledge Companion to Digital Ethnography||507-528||London||Routledge|
|14/11/2016 10:05:39||Qualitative, Ethnography||Pre-School / Nursery / Kindergarten||4 years of age, 5 years of age, 6 years of age, 7 years of age||Observation, Interviews, Visual methods (photographs, video, etc.)||51-100||Comparative / Cross-National Study||SC||2||English||Monograph / Full edited volume||2017 (forthcoming)||Isabel||Froes||PhD monograph to be finished by early Spring 2017.|
|12/12/2016 14:48:55||Qualitative||Family / Home||3 years of age, 4 years of age, 5 years of age, 6 years of age, 7 years of age||Observation, Interviews||0-10||Single-Country Study||Spain||1||English||Research article||2016||Nieves||Galera||Mitsuko Matsumoto
|The place of digital devices in the home and family routines of young children (3-7) in Madrid||Media Education: Studi, Ricerche, Boune Pratiche||7||2||303-319.||10.14605/MED721608||This paper presents results from a study exploring how families with young children organize their daily routines and the place that digital technologies and devices play in these routines. Data from the study draws on an extension of the study coordinated by the EU Joint Research Center on young children (0-8) and digital technology conducted in Spain during 2015 and includes home observations, interviews and video home-tours with 9 families and 10 children from the Madrid (Spain) metropolitan area between 3 and 7 years of age. The analysis draws on concepts from current socio-cultural and ecological theory and examines the interrelationships between adult home activities, children’s care and activity needs and the co-organization of family routines. Our sample allows dividing the children in two age groups (five children between 3-5 years of age and five children between 6-7 years of age) and the cross-sectional analysis suggests a developmental pattern in the co-organization of this family activity and participation system. Younger children seem to have a more autonomous, but not necessarily solitary, use of digital (hand-held) devices that is compatible with parent’s attention to other house chores or work-related demands. Older children continue to use digital devices but as their uses become more varied and parental worries about risks more explicit, more engaged mediation strategies become visible in parents. In both cases, family members co-construct their family routines and activity ecologies, which develop over time, and our data suggests that digital devices (in the set of urban/suburban “European” families we have studied) play an important role in the organization and development of children’s family life.||http://riviste.erickson.it/med/|
|12/12/2016 17:07:54||Qualitative, Participatory / Action Research||Primary School||5 years of age, 6 years of age, 7 years of age||Observation, Interviews, Visual methods (photographs, video, etc.)||101-500||Single-Country Study||Northern Ireland||1||English||Research article||2016||Jill||Dunn||Colette Gray
|‘It’s more funner than doing work’: children’s perspectives on using tablet computers in the early years of school||Early Child Development and Care||DOI: 10.1080/03004430.2016.1238824||A growing body of research presents the potential of tablet computers to transform education. However, this is tempered with disquiet from a number of sources which posit that digital devices are an affront to childhood. Children’s views are a crucial element in understanding the conceptualisation of tablet devices as pedagogical tools. This paper takes a children’s rights approach and seeks to add further insights to the debates on digital technology in early years education by presenting the views of one of the central players within this debate – young children.||http://www.tandfonline.com/doi/full/10.1080/03004430.2016.1238824|
|20/12/2016 08:37:15||Quantitative||Industry / "Living Labs"||4 years of age, 5 years of age||Observation, Visual methods (photographs, video, etc.)||0-10||Single-Country Study||Germany||1||English||Research article||2016||Lücking||Phillip||Lücking, P., Rohlfing, K. J., Wrede, B. & Schilling, M. (2016): Preschoolers’ engagement in social interaction with an autonomous robotic system. In: Proceedings of the IEEE ICDL-EpiRob 2016, Cergy-Pontoise.|
|16/01/2017 18:19:57||Quantitative||Pre-School / Nursery / Kindergarten, Primary School||Adults||Surveys||101-500||Comparative / Cross-National Study||SC||European||English||Research article||2012-2016|
|15/02/2017 10:56:43||Quantitative||Family / Home||0-1 years of age, 2 years of age, 3 years of age, 4 years of age, 5 years of age, 6 years of age||Surveys||101-500||Single-Country Study||Latvia||1||Latvian||Other||2016||Survey was done by society "Centrs Dardedze" an nnline research panel in the Baltic States "Solid Data". There are not report available, but results published online for all respondents (404) http://www.centrsdardedze.lv/data/teksti/bernu_audzinasana.jpg ; for 0-2 years old (158 respondents) http://www.centrsdardedze.lv/data/teksti/Rezultati_0-2g.pdf and for 3-6 years old (246 respondents) http://www.centrsdardedze.lv/data/teksti/Rezultati_3-6g.pdf
smart phone, tabet, how often use, how long time spent, why you are giving device for child
|12/04/2017 11:17:49||Qualitative, Ethnography||Pre-School / Nursery / Kindergarten||4 years of age, 5 years of age, 6 years of age, 7 years of age||Observation, Interviews, Visual methods (photographs, video, etc.)||51-100||Comparative / Cross-National Study||SC||2||English||Research book chapter||2016||Isabel||Froes||Susana Tosca||Hands Between the Worlds||Hjorth, L. Horst, H. Galloway, A. Bell, G.||Routledge Companion to Digital Ethnography||263-272||London||Routledge||978-1138940918||https://www.routledge.com/The-Routledge-Companion-to-Digital-Ethnography/Hjorth-Horst-Galloway-Bell/p/book/9781138940918|
|28/04/2017 15:09:45||Quantitative, Qualitative, Mixed-Methods, Case Study||Pre-School / Nursery / Kindergarten||4 years of age, 5 years of age, 6 years of age||Surveys, Observation||0-10||Single-Country Study||Denmark||1||english||Other|
|26/06/2017 11:35:27||Qualitative||Pre-School / Nursery / Kindergarten||Adults||Interviews||0-10||Single-Country Study||Norway||1||Norwegian||Research article||2017||Undheim, Marianne||Vangsnes, Vigdis||Digitale fortellinger i barnehagen (Digital stories in kindergarten)||Nordic Early Childhood Education Research||15||3||1-15||10.7577/nbf.1761||In this article we focus on preschool teachers’ technological, pedagogical and content knowledge when they involve preschool children (0-6-year olds) in the production of digital stories in kindergartens. The article is based on a qualitative study, with a phenomenological research approach. Four preschool teachers have been interviewed about their competence and experience when involving preschool children in the production of digital stories. The findings show that they highlight pedagogical and technological knowledge, and hardly mention narrative. Based on theory and our findings we concretize the preschool teachers’ narrative competence, with the digital story as the medium.||https://journals.hioa.no/index.php/nbf/article/view/1761|
|06/07/2017 20:09:13||Qualitative||Primary School||6 years of age, 7 years of age||0-10||Single-Country Study||Canada||1||english||Research article||2012||Marianne||McTavish||Jodi + Streelasky; Linda + Coles||Listening to Children’s Voices: Children as Participants in Research||International Journal of Early Childhood||44||3||249–267||10.1007/s13158-012-0068-8||University of British Columbia||In this article, we discuss two case studies that occurred in two different urban Canadian contexts where we sought to privilege the voices, lives, and meaning making experiences of two young boys – 6 ahd 7 years olds – by involving them as active participants in research. The researchers collected data from the focal
child’s school, home, and community. In both studies, the classroom teachers and
the focal children’s parents also participated.
|22/08/2017 11:58:18||Qualitative, Ethnography, Case Study, Participatory / Action Research||Pre-School / Nursery / Kindergarten, Family / Home||5 years of age||Visual methods (photographs, video, etc.)||0-10||Single-Country Study||Canada||1||English||Research article||2017||Julia||Gillen||Catherine Ann Cameron||Negotiating citizenship: a young child's collaborative meaning-making constructions of beavers as a symbol of Canada||Language and Education||31||4||330-250||10.1080/09500782.2017.1302466||In this paper the meaning-making practices of one young child concerned with beavers as symbols of Canada is studied, using the Day in the Life methodology, across two encounters in one day, the first in ‘mattime’at a kindergarten and the second at afternoon tea with her
family. The teacher’s careful orchestration of the event is analysed,
and elements of her structuring of heteroglossic discourses identified.
The young girl demonstrates close attention to certain complexities
in her subsequent family dialogues and expands her narrative with
imagined additional elements.
|22/08/2017 12:09:02||Qualitative, Ethnography, Participatory / Action Research||Family / Home, Community (Other)||2 years of age||Observation, Interviews, Visual methods (photographs, video, etc.)||51-100||Comparative / Cross-National Study||SC||7||Italian||Monograph / Full edited volume||2015||Julia||Gillen||Catherine Ann Cameron
|“Un giorno nella vita” Percosi internationali di ricerca della prima infanzia||Firenze||Seid||9788889473665||“Un giorno nella vita” del quale siamo testimoni è quello di sette bambine che vivono in Paesi diversi e lontani: Italia, Canada, Stati Uniti, Thailandia, Perù, Regno Unito, Turchia. Le bambine hanno circa trenta mesi e uno straordinario, composito, e coordinato gruppo di ricercatori ha applicato a una giornata della loro vita quotidiana
una nuova metodologia osservativa. La metodologia osservativa, che ha numerosi elementi in comune con quella adottata da altri ricercatori che aderiscono ad un approccio culturale, prevede che venga videoregistrata continuativamente una considerevole porzione della giornata, sia casalinga, che fuori della casa, di una bambina o di un gruppo di bambini che vivono in luoghi lontani tra loro. La logica non è
quella di formulare confronti rispetto a come un certo problema viene affrontato in contesti culturali diversi, ma quella di cogliere le declinazioni, di per sé inconfrontabili di aspetti della vita quotidiana. Questi aspetti, a loro volta sono originali e riferiti a momenti non banali
della quotidianità, come la musicalità, lo humour, il contatto con i sistemi di lettura e il disegno. Le bambine che vengono osservate sono bambine “che crescono bene” e si è portati a constatare come le culture familiari e sociali di appartenenza suggeriscano soluzioni per favorire il loro sviluppo. La cornice teorica di riferimento è quindi oltre che la psicologia culturale quella della psicologia positiva: studiare le cose che funzionano per cogliere cosa favorisce il benessere. Alle registrazioni video, sulla cui metodologia è offerta un' ampia e preziosa discussione vengono affiancate interviste ai genitori relative alla loro idea di una bambina “in gamba”. Il libro è quindi prezioso per chiunque riflette sul tema dell'osservazione- cosa e come osservare – siano essi genitori, educatori o insegnanti, proponendoci dei fermo-immagine di
queste quotidianità particolarmente istruttivi. A un livello professionale
più specifico le indicazioni di metodo per raccogliere i dati della ricerca possono ispirare ricercatori e studenti, senza tecnicismi, ma con straordinario scrupolo scientifico e critico nella descrizione del proprio procedere.
|22/08/2017 12:11:23||Qualitative, Ethnography, Participatory / Action Research||Family / Home, Community (Other)||2 years of age||Observation, Interviews, Visual methods (photographs, video, etc.)||51-100||Comparative / Cross-National Study||SC||7||English||Monograph / Full edited volume||2010||Julia Gillen|
|22/08/2017 12:20:55||Qualitative, Ethnography, Participatory / Action Research||Family / Home, Community (Other)||2 years of age||Observation, Interviews, Visual methods (photographs, video, etc.)||51-100||Comparative / Cross-National Study||SC||7||English||Monograph / Full edited volume||2010||Julia||Gillen||Catherine Ann Cameron
E. Leslie Cameron
|Julia Gillen & Catherine Ann Cameron||International perspectives on early childhood research: A Day in the Life||Basingstoke, UK & New York||Palgrave Macmillan||978-0-230-23249-5||This book presents an innovative approach to investigating early childhood and human culture more generally. The Day in the Life project studied young children and their families in seven different countries worldwide. The findings of the international, multidisciplinary team are
synthesised here in a collaboratively authored study. Different paths to thriving are illustrated through words and images as the authors capture interactions of the girls with their environments, including caregivers. Embodiment, sound, movement and language are all considered in the light of a dynamic approach to multimodal research. The result is a
fascinating new contribution to studies of human culture, demonstrating how the children learn an enormous amount about the environments in which they live, transforming their own understanding and family life in the course of their activities. The book will be of interest to all
those engaged in research and practice concerned with resilience in early childhood, families and the development of multimodal, participatory research methods.
|26/08/2017 20:44:32||Qualitative, Longitudinal||Family / Home||2 years of age, 3 years of age, 4 years of age, 5 years of age, 6 years of age, 7 years of age, 8 years of age||Surveys, Observation, Interviews, Visual methods (photographs, video, etc.)||0-10||Single-Country Study||Portugal||1||Portuguese||Research report||2017||Patrícia||Dias||Rita Brito||Universidade Católica||Crianças (0 aos 8 anos) e Tecnologias Digitais: Que mudanças num ano?||Lisboa||Universidade Católica||978-989-99288-4-8||https://issuu.com/ritabrito/docs/familia.com_rbrito|
|26/08/2017 20:47:31||Qualitative||Family / Home||2 years of age, 3 years of age, 4 years of age, 5 years of age, 6 years of age, 7 years of age, 8 years of age||Surveys, Observation, Interviews, Visual methods (photographs, video, etc.)||0-10||Single-Country Study||Portugal||1||Portuguese||Crianças (0 aos 8 anos) e Tecnologias Digitais: Que mudanças num ano?||Universidade Católica||Univerrsidade Católica||https://issuu.com/ritabrito/docs/crian__as_e_tecnologias__0-8__digit|
|26/08/2017 20:49:39||Qualitative||Family / Home||2 years of age, 3 years of age, 4 years of age, 5 years of age, 6 years of age||Observation, Interviews, Visual methods (photographs, video, etc.)||11-50||Single-Country Study||Portugal||1||Portuguese||Research report||2017||Rita||Brito||UBI||Família.com||UBI||UBI||https://issuu.com/ritabrito/docs/familia.com_rbrito|
|28/08/2017 15:34:28||Qualitative||Primary School||6 years of age, 7 years of age, 8 years of age||Observation, Interviews||0-10||Single-Country Study||Portugal||0||Portuguese||Research book chapter||2016||Paula||Quadros Flores||Altina Ramos||Práticas com TIC potenciadoras de mudança||Cristina Mesquita, Manuel Vara Pires, Rui Pedro Lopes||INCTE 2016||195-303||Bragança||Instituto Politécnico de Bragança||978-972-745-206-4|
|28/08/2017 15:45:11||Qualitative||Primary School||6 years of age, 7 years of age, 8 years of age, Adults||Observation, Interviews||51-100||Single-Country Study||Portugal||0||Portuguese||Research book chapter||2017||Paula||Quadros-Flores||António Flores
|THE SMARTPHONE IN THE CONTEXT OF THE CLASSROOM IN THE PRIMARY SCHOOL AND IN THE HIGHER EDUCATION||L. Gómez Chova, A. López Martínez, I. Candel Torres IATED Academy||EDULearn17||5003-5011||Barcelona||IATED Academy||978-84-697-3777-4|
|28/08/2017 15:55:33||Qualitative, Case Study||Primary School||7 years of age, 8 years of age, Adults||Observation, Documents / Artifacts generated by participants||11-50||Single-Country Study||Portugal||0||Portuguese||Research book chapter||2017||Paula||Quadros-Flores||António Flores
|WHAT TEACHERS DO, OBSERVE, AND FEEL IN PEDAGOGICAL PRACTICE THROUGH THE USE OF DIGITAL RESOURCES||L. Gómez Chova, A. López Martínez, I. Candel Torres IATED Academy||EDULearn17||5012-5019||Barcelona||IATED Academy||978-84-697-3777-4|
|28/08/2017 16:56:22||Case Study||Primary School||6 years of age||Observation, Documents / Artifacts generated by participants||11-50||Single-Country Study||Portugal||0||Portuguese||Research book chapter||2017||Paula||Quadros-Flores||Ambientes Educativos com TIC: Práticas de ensino do portugu~es em situação de estágio||Politécnico do Porto, ESE||II Encontro temático APL-ESE||46||Porto||https://jarcosta.wixsite.com/iienc-apl-ese/livro-de-resumosE||978-972-8969-17-2|
|29/08/2017 01:26:50||Qualitative||Pre-School / Nursery / Kindergarten||3 years of age, 4 years of age, 5 years of age||Observation, Visual methods (photographs, video, etc.), Documents / Artifacts generated by participants||0-10||Single-Country Study||Portugal||1||Portuguese||Research report||2015||Isabel Maria||Barros Vilaça||Contributo da narrativa digital para o Desenvolvimento da Fala num Caso de Síndrome Rubinstein- aybi||Braga||Minho University||Master Thesis||digital literacy, special needs, app, digital storytelling, speech||http://repositorium.sdum.uminho.pt/handle/1822/41341|
|29/08/2017 01:40:34||Qualitative||Pre-School / Nursery / Kindergarten||3 years of age, 4 years of age, 5 years of age||Observation, Documents / Artifacts generated by participants||11-50||Single-Country Study||Portugal||1||Portuguese||Research report||2017||Senhorinha||Teixeira||Altina Ramos||A narrativa digital para promover as multiliteracias no Pré-escolar: Narrativas digitais no Pré-escolar||Deutschland||Novas Edições Académicas||978-3-330-72882-0||digital media, digital narrative, multiliteracy|
|29/08/2017 01:44:07||Qualitative||Pre-School / Nursery / Kindergarten||3 years of age, 4 years of age, 5 years of age||11-50||Single-Country Study||Portugal||1||Portuguese||Research report||2014||Ilda Maria||Marinho Moreira Teles Braga||Youtube no pré-escolar: pesquisa, partilha e aprendizagem||Braga||Minho University||Master Thesis||pre-school education, Youtube, digital media, learning, authorship, multiliteracies|
|29/08/2017 02:06:25||Quantitative, Qualitative||Primary School||6 years of age, 7 years of age, 8 years of age, Older children (9-18 years of age)||Surveys, Observation, Documents / Artifacts generated by participants||+1000||Single-Country Study||Portugal||1||Portuguese||Research article||2016||Teresa Sofia||Castro||Osório, A. J., Barros, E., Couto, M. J. , Ramos, A., Moreira, C. Gonçalves, L||MaisCidadania: plataforma participativa e colaborativa com recursos educativos digitais para crianças do 1.º ciclo do ensino básico||Braga||cidadania, plataforma de aprendizagem, tecnologias digitais, formação de professores|
|29/08/2017 02:13:49||Qualitative||Pre-School / Nursery / Kindergarten, Libraries||3 years of age, 4 years of age, 5 years of age, Older children (9-18 years of age)||Observation, Documents / Artifacts generated by participants||51-100||Single-Country Study||Portugal||1||Portuguese||Research article||2016||Ádila||Faria||Paulo Faria
|Dispositivos Digitais Móveis no Desenvolvimento da Oralidade||Bragança||Escola Superior de Educação Instituto Politécnico de Bragança||conference proceeding||Desenvolvimento profissional docente, digital, oralidade, tablets|
|29/08/2017 02:23:56||Qualitative||Primary School||7 years of age, 8 years of age, Older children (9-18 years of age)||Observation, Interviews, Documents / Artifacts generated by participants||101-500||Single-Country Study||Portugal||1||Portuguese||Other||2005||Altina||Ramos||Crianças, Tecnologias e aprendizagem: contributo para uma teoria substantiva||Braga||Minho University||Doctoral Thesis||Children, ICT, grounded theory, special needs,||repositorium.sdum.uminho.pt/handle/1822/6914|
|29/08/2017 02:39:33||Qualitative||Community (Other)||7 years of age, 8 years of age, Older children (9-18 years of age)||Observation||51-100||Single-Country Study||Portugal||1||Portuguese||Research report||2011||Leila Patrícia||Barros Freitas||O Meu Dicionário em ambiente não formal de aprendizagem: pesquisar, colaborar e construir||Braga||Minho University||Master Thesis||“My own Dictionary”, informal learning contexto, ICT, Children||repositorium.sdum.uminho.pt/handle/1822/20093|
|29/08/2017 02:45:10||Qualitative||Primary School||8 years of age||Observation, Documents / Artifacts generated by participants||11-50||Single-Country Study||Portugal||1||Portuguese||Other||2011||Glória de Jesus||da Silva Costa||O Meu Dicionário – Uma Contribuição para a Aquisição de Novas Literacias Multimédia||Braga||Minho University||Master Thesis||"My Own Dictionary", ICT, new literacies, collaborative work, creativity.||repositorium.sdum.uminho.pt/handle/1822/20095|
|02/09/2017 07:05:10||Mixed-Methods||Pre-School / Nursery / Kindergarten||5 years of age, 6 years of age||Visual methods (photographs, video, etc.)||101-500||Single-Country Study||Finland||1||English||Research article||2016||Pekka||Mertala||Fun and Games – Finnish children’s ideas for the use of digital media in preschool||Nordic Journal of Digital Literacy||11||4||207-226||10.18261/issn.1891-943x- 2016-04-01||https://www.idunn.no/dk/2016/04/fun_and_games_-_finnish_childrens_ideas_for_the_use_of_dig|
|02/09/2017 07:11:40||Qualitative||Pre-School / Nursery / Kindergarten||Adults||Interviews||11-50||Single-Country Study||Finland||1||English||Research article||2017||Pekka||Mertala||Wag the dog – The nature and foundations of preschool educators' positive ICT pedagogical beliefs||Computers in Human Behavior||69||197-206||10.1016/j.chb.2016.12.037||http://www.sciencedirect.com/science/article/pii/S0747563216308597|
|04/09/2017 17:01:02||Quantitative, Qualitative, Mixed-Methods||Family / Home||3 years of age, 4 years of age, 5 years of age, 6 years of age, 7 years of age, 8 years of age, Older children (9-18 years of age), Adults||Surveys, Observation, Interviews, Visual methods (photographs, video, etc.)||501-1000||Single-Country Study||Portugal||1||Portuguese||Research report||2017||Cristina||Ponte||Simões, José. Alberto,
Castro, Teresa Sofia,
|Crescendo en-tre ecrãs: uso de meios eletrónicos por crianças (3-8 anos)||Lisbon, Portugal||Entidade Reguladora para a Comunicação Social||This report identifies the screen environments (televisions, computers,
consoles, mobile phones, tablets…) in which children
of these ages live, how they access and use them, how their
parents monitor their use and their attitudes and concerns.
The study includes two components:
1. the first national survey on this topic, carried out face-
-to-face in 656 homes, which included a questionnaire
for the parents of children aged from 3 to 8 and a questionnaire
for children aged from 6 to 8;
2. interviews and observations in the homes of 20 families
with different profiles and with children aged 3 to 8 who
use the internet.
|21/09/2017 01:22:50||Quantitative, Qualitative||Primary School||Older children (9-18 years of age), Adults||Surveys, Observation, Interviews||501-1000||Single-Country Study||Portugal||1||Portuguese||Other||2017||Catarina Liane Araújo||This research aimed to contribute to the development of knowledge about perceptions and interventions in writing, with and without using ICT, in the context of a preventive educational model. A quantitative investigation was carried out involving teachers from the 1st Cycle of Basic Education and from students who attend the 4th year of school in public primary schools in the district of Braga. This research was organized in three studies related to: 1) Students' perception of knowledge, attitudes and self-efficacy in writing with and without using ICT; 2) Perception of the teachers of the 1st Cycle of Basic Education on their practices, writing and ICT use, in the classroom; and 3) Impact of the use of the SRSD model, with and without using ICT, in the performance of the writing of opinion texts among students of the 4th year of school with and without Writing Problems.||https://www.researchgate.net/profile/Catarina_Araujo10|
|21/09/2017 01:26:35||Quantitative||Pre-School / Nursery / Kindergarten||Older children (9-18 years of age)||Interviews||101-500||Single-Country Study||Portugal||1||English||Other||2017||Catarina||Araújo||Osório+António
|The process of learning how to write is demanding, slow, and complex. Primary school students often experience problems in writing and therefore, teachers should provide scientifically validated strategies to empower their performance, such as Self-Regulated Strategy Development (SRSD). Reflecting on the changes in the social reality and students´ personal interests, the inclusion of Information and Communication Technologies (ICT) in the educational context and practice of writing has also become exceedingly relevant. However, using ICT associated to other teaching methodologies is not always explored in the classroom. Therefore, we have constructed a SRSD+ICT model based on ICT educational models and Evidence Based Practice (EBP) combined with the SRSD. This model enabled students to self-control and self-assesses their own writing and learning behavior using ICT. Using a quasi-experimental methodology, we also analyzed the impact of two different interventions, SRSD+ICT and SRSD, in 178, 4th grade student’s performance of writing opinion essays, divided equally in two groups, after 12 weeks instruction (90 minutes/week). Both interventions showed positive results in the students' writing skills, although the results from the SRSD+ICT model were better. These results reinforce the pertinence and usefulness of this model in the teaching-learning process of writing that should be discussed and tested in different contexts. Keywords: “Writing”, “Self-Regulated Strategy Development”, “Information and Communication Technology”, “Primary Education”, “Evidence Based Practice”.||https://www.researchgate.net/profile/Catarina_Araujo10|
|21/09/2017 01:29:33||Quantitative||Primary School||Older children (9-18 years of age)||Surveys||501-1000||Single-Country Study||Portugal||1||English||Other||2017||Catarina||Araújo||Osório+António
Martins+ Ana Paula
|This communication is about the application of ICT and the SRSD model in order to improve the writing of opinion essays by students, particularly those struggling with writing tasks and with learning difficulties.
This quasi-experimental study will be based on an observational study of ten 4th grade classrooms (n=178). It seeks to compare the groups and some of the basic causal support attributed: whether the use of ICT improves the outcomes of: a) writing elements; b) number of words; c) the number transitional words; d) quality; e) approach to writing; f)attitudes and g)self-efficacy.
Our expectations are that all these variables show high efficacy after implementation of the new model as well as a relationship with the quality of writing. For instruments that are being constructed, we similarly expect an improvement especially regarding multimodal texts.
The practical implications of this study are: a)to contribute to the systematization of the potentials of ICT in writing problems; b)to propose new ways of using the SRSD model using ICT; c) to contribute to the inclusion of ICT and multimodal digital writing and d) to analyze the effect of SRSD + model in the quality of writing.
Keywords: Attitudes and beliefs, Design based research, Technology, Writing / Literacy
|21/09/2017 01:32:48||Quantitative||Primary School||Older children (9-18 years of age)||Surveys||101-500||Single-Country Study||Portugal||1||Portuguese||Other||2017||Catarina||Araújo||Martins+ Ana Paula
Faria + Cristina
|A investigação tem estudado a relação entre as perceções dos alunos sobre o seu conhecimento de escrita no seu desempenho, no entanto em Portugal existe a necessidade de desenvolver escalas de medida para avaliar estas perceções, especialmente no 1.º Ciclo. Esta investigação pretendeu validar a Escala de Perceção do Conhecimento de Escrita ao contexto portuguêsjunto de alunos do 4.º ano de escolaridade, traduzida e adaptada de uma escala americana. Participaram 338 alunos (170 rapazes e 167 raparigas) de 4 agrupamento de escolas públicas do distrito de Braga, selecionados aleatoriamente. Os resultados mostraram uma estrutura de componentes que explica 38.5 % da variância dos dados. A escala sobre o conhecimento na escrita apresenta uma estrutura diferenciada, que originou a emergência de dois fatores: “Produzir conteúdo” e “Planificar”. Analisando de forma isolada cada um dos fatores verificou-se uma estrutura consistente, com valores de Alpha Cronbach a oscilar entre.570 e .776. Contudo o Alpha total da escala, composta por 12 itens é de .776 e reúne os critérios de fiabilidade exigidos.||https://www.researchgate.net/profile/Catarina_Araujo10|
|21/09/2017 01:35:43||Quantitative||Primary School||Older children (9-18 years of age)||Interviews||101-500||Single-Country Study||Portugal||1||English||2014||Araújo||Catarina||Ana Paula+Martins
|The research regarding the model of Self-Regulated Strategy Development (SRSD) in writing has proved its effectiveness, mainly in improving the writing and the development of metacognitive skills in students who struggle with writing. Similarly, according to research, well known technological tools can benefit the learning of writing skills. Today, children are becoming experienced users of digital communication and are increasingly familiar with writing digitally and on-line, resulting in relevant changes in the attitudes, beliefs and behaviors of teachers and educational communities. One of the gaps that we have identified is the absence of studies that combine SRSD with Information and Communication Technologies (ICT). Thus, this paper aims to present an early stage of an adaptation of SRSD to the use of ICT complying with theories and concepts, scientifically tested to be effective in improving the quality of writing skills. This adaptation includes the use of technology as a means of solving problems both in linear writing and in multimodal writing. According to evidence-based research, we are assuming that there exists an association between SRSD and ICT which can improve the quality of the writing process carried out by students.
Could my writing really improve? An Exploratory study using SRSD and ICT in the classroom context http://repositorium.sdum.uminho.pt/handle/1822/30976. Available from: https://www.researchgate.net/publication/312130033_Could_my_writing_really_improve_An_Exploratory_study_using_SRSD_and_ICT_in_the_classroom_context_httprepositoriumsdumuminhopthandle182230976 [accessed Sep 21, 2017].
|21/09/2017 01:39:01||Qualitative||Primary School||Adults||Surveys||11-50||Single-Country Study||Portugal||1||Portuguese||Research article||2017||Araújo||Catarina||Ana Paula+Martins
|O professor é um agente chave na construção de processos de ensino-aprendizagem significativos para os seus alunos. O seu conhecimento, atitudes e perceção de autoeficácia podem assumir um papel determinante nas decisões em sala de aula, incluindo nas práticas de escrita dos seus alunos. Assim, realizou-se um estudo descritivo sobre as perceção de professores do 1.º Ciclo do Ensino Básico (CEB) quanto às suas práticas de escrita e uso das Tecnologias de Informação e Comunicação (TIC) em sala de aula, com recurso a entrevistas. Participaram 10 professoras, do 1.º CEB, a lecionar em 4 Agrupamentos de Escola do distrito de Braga e com uma média de 26 anos de experiência profissional. Os resultados obtidos revelaram que estas professoras apresentaram visões distintas quanto à avaliação da sua preparação para o ensino da escrita que varia entre pobre e muito boa. De igual modo constatou-se que estas professoras sentem necessidade de adquirir formação ao nível da intervenção na escrita, com e sem TIC, junto de alunos com problemas na escrita. Os principais motivos mencionados surgem tanto para a reciclagem de práticas como para adquirirem conhecimento de novos recursos e intervenções eficazes. Paralelamente reconheceram a importância da utilização das TIC nas intervenções junto de alunos com problemas na escrita, quer pelo interesse pessoal dos professores, quer pela importância destas ferramentas para a vida dos alunos. Este estudo pretende contribuir para a descrição e discussão quanto à preparação e formação de professores no sentido de se definirem caminhos que correspondem às necessidades de professores e alunos.
Palavras-Chave: Professores, necessidade de formação, práticas, escrita, tecnologias de informação e comunicação.
|21/09/2017 01:40:59||Qualitative||Primary School||Adults||Surveys||11-50||Single-Country Study||Portugal||1||2017||Catarina||Araújo||Ana Paula+Martins
António + Osório
|Os professores assumem um papel determinante na decisão das atividades desenvolvidas em sala de aula. Nesse sentido, realizou-se um estudo descritivo sobre as opiniões dos professores do 1.º Ciclo do Ensino Básico (CEB) relativamente aos documentos orientadores do processo de ensino-aprendizagem e de que modo estes influenciam as suas práticas em sala de aula. Participaram 46 professores do 1.º CEB, a lecionar em 12 Agrupamentos de escolas públicas da região norte de Portugal continental. Os resultados evidenciaram que a maior parte dos professores utilizam os documentos oficiais de orientação da prática pedagógica, contudo não concordam com as metas curriculares atuais, considerando-as desajustadas à realidade. Este estudo revelou-se pertinente por reforçar a necessidade de os professores serem ouvidos numa futura elaboração ou adequação destes documentos.
Palavras-chave: Opiniões, professores do 1.º CEB, documentos oficiais, práticas pedagógicas.
|21/09/2017 14:47:04||Quantitative, Qualitative, Mixed-Methods, Longitudinal, Ethnography, Case Study, Participatory / Action Research||Peers||0-1 years of age, 2 years of age, 4 years of age, 5 years of age, 6 years of age, 7 years of age, 8 years of age, Older children (9-18 years of age)||Surveys, Observation||Non-empirical document||Single-Country Study||SC||1||english|
|21/11/2017 12:10:48||Qualitative||Family / Home||5 years of age, 6 years of age, 7 years of age, 8 years of age||Observation, Interviews||0-10||Single-Country Study||Spain||1||English||Research report||2017||Cristina||Aliagas||Mitsuko Matsumoto, Marta Morgade, Cristina Correro, Nieves Galera, David Poveda||oung children (0-8) and digital technology – What changes in one year? (Spain National Report).||Papers Infancia_c||20||1-65||The study is a part of a larger qualitative study carried out across 7 European countries sponsored by the EU Joint Research Centre aimed at exploring the changes in one year that children aged between 0 and 8 years experience in relation to (a) their use and representation of digital technologies, e.g. smart phones, tablets, computers, TVs, video-games, etc. and; (b) the mediating strategies of their families. This study in Spain is a step further of previous fieldwork (Matsumoto et al., 2016; Galera, Matsumoto and Poveda, 2016), which focused on the ways in which children and their families engage with and perceive new (online) technologies and to what extent technology empowers (or not) families. This second study focuses on a single overall research question: what changes in one year? This research question is addressed considering the four areas that structured the previous study: Use, Perceptions/Attitudes, Individual context, and Family context. This national report of Spain is written based on data generated by interviewing 6 families of which 5 have at least one child between 8-9 years of age and 1 has one child of 5 years of age.||http://www.infanciacontemporanea.com/2017/10/26/jrc082ndreport/|
|04/03/2018 17:18:03||Qualitative||Pre-School / Nursery / Kindergarten, Primary School||4 years of age, 5 years of age, 6 years of age||Observation, Interviews, Documents / Artifacts generated by participants||11-50||Single-Country Study||Greece||1||English||Other||2015||Vasiliki||Papageorgiou|
|19/04/2018 11:47:55||Mixed-Methods||Day Care / Child Minder, Pre-School / Nursery / Kindergarten, Special Needs School / Program||3 years of age, 4 years of age, 5 years of age, Adults||Surveys, Interviews||101-500||Single-Country Study||UK||1||English||Research article||2014||Carol||Aubrey||Sarah + Dahl||The confidence and competence in information and communication technologies of practitioners, parents and young children in the Early Years Foundation Stage||Early Years||34||1||94-108||10.1080/09575146.2013.792789||EYFS; ICT; new technologies||https://www.tandfonline.com/doi/abs/10.1080/09575146.2013.792789|
|19/04/2018 14:27:33||Quantitative||Pre-School / Nursery / Kindergarten, Primary School||0-1 years of age, 2 years of age, 3 years of age, 4 years of age, 5 years of age, 6 years of age, 7 years of age, 8 years of age, Adults||Surveys, Interviews||+1000||Single-Country Study||Australia||1||English||Research article||2011||Michael||Bittman||Leonie + Rutherford
Jude + Brown
Lens + Unsworth
|Digital Natives? New and Old Media and Children's Outcomes||Australian Journal of Education||55||2||161–175||digital literacy, media use, literacy skills, young children, time-use data, language acquisition||http://journals.sagepub.com/doi/10.1177/000494411105500206|
|19/04/2018 14:47:54||Qualitative, Case Study||Primary School||6 years of age, 7 years of age, 8 years of age, Older children (9-18 years of age)||Observation, Interviews, Documents / Artifacts generated by participants||11-50||Single-Country Study||USA||1||English||Research article||2012||Kathy||Bussert-Webb||Maria + Diaz||New Literacy Opportunities and Practices of Latino/a Children of Poverty In and Out of School||Language and Literacy||14||1||1-25||http://dx.doi.org/10.20360/G25K5S||new literacies; Lantino/a students; elementary school; Texas, USA; technology-related; social practices||https://journals.library.ualberta.ca/langandlit/index.php/langandlit/article/view/10603|
|19/04/2018 15:54:49||Ethnography||Family / Home||0-1 years of age, Adults||Observation||0-10||Single-Country Study||Australia||1||English||Research article||2013||Susan||Danby||Christina + Davidson
Maryanne + Theobald
Brooke + Scriven
Charlotte + Cobb-Moore
Sandra + Houen
Sandra + Grant
Lisa + Given
Karen + Thorpe
|Talk in activity during young children’s use of digital technologies at home||Australian Journal of Communication||40||2||83-99||This article examines video-recorded interactions between a father and his two young children, one aged 18 months using an iPhone and one aged three years accessing an iPad. Drawing on Ethnomethodology and Conversation Analysis, analysis establishes ways the family members engage and disengage in talk so as to manage their individual activity with mobile devices and accomplish interaction with each other.||https://eprints.qut.edu.au/65579/|
|19/04/2018 16:17:09||Qualitative||Primary School||6 years of age, 7 years of age, 8 years of age||Interviews||101-500||Single-Country Study||Singapore||1||English||Research article||2015||Wendy||Goh||Susanna + Bay
Vivian + Chen
|Young school children’s use of digital devices and parental rules||Telematics and Informatics||32||787–795||https://doi.org/10.1016/j.tele.2015.04.002||• Children voluntarily souk parental approval to use digital device.
• Major parental rule on device use is to set time limits.
• Playing games is the most common activity.
|19/04/2018 16:28:23||Qualitative||Family / Home||2 years of age||Observation, Visual methods (photographs, video, etc.)||0-10||Single-Country Study||UK||1||English||Research article||2013||Natalia||Kucirkova||David + Messer
Kieron + Sheehy
Rosie + Flewitt
|Sharing personalised stories on iPads: a close look at one parent–child interaction||Literacy||47||3||115-122||https://doi.org/10.1111/lit.12003||narrative, reading, Early Years, digital literacy/ies, multimodality, new literacies||https://onlinelibrary.wiley.com/doi/abs/10.1111/lit.12003|
|19/04/2018 16:37:37||Quantitative||Family / Home||Adults||Surveys||+1000||Single-Country Study||USA||1||English||Research article||2015||Alexis||Lauricella||Ellen + Wartella,
Victoria + Rideout
|Young children's screen time: The complex role of parent and child factors||Journal of Applied Developmental Psychology||36||11–17||https://doi.org/10.1016/j.appdev.2014.12.001||Media, Children, Parents, Screen time, Mobile devices||https://www.sciencedirect.com/science/article/pii/S0193397314001439?via%3Dihub|
|20/04/2018 10:11:37||Quantitative||Family / Home||Adults||Surveys||501-1000||Single-Country Study||USA||1||English||Research report||2015||June||Lee||Brigid + Barron||Aprendiendo en casa: media as a resource for learning among hispanic-latino families||New York||The Joan Ganz Cooney Center at Sesame Workshop||A report of the Families and Media Project||This report examines media use in Hispanic-Latino families with young children in the United States, drawing from data from a national survey of parents of 2- to 10-year-olds. In this study, we look at media access among Hispanic-Latino families, children’s use of content that parents considered educational, parents’ perceptions of their child’s learning from educational media, parents’ own use of technology for their learning, and parent-child joint engagement in media use. We also describe ways in which media can encourage conversations and extend playful activities.||http://www.joanganzcooneycenter.org/wp-content/uploads/2015/02/jgcc_aprendiendoencasa.pdf|
|20/04/2018 11:13:01||Quantitative||Family / Home||Adults||Surveys||101-500||Single-Country Study||Slovenia||1||English / Spanish||Research article||2013||Jurka||Lepicnik||Pija + Samec||Communication Technology in the Home Environment of Four-year-old Children (Slovenia)||Comunicar Scientific Journal of Media Education||20||40||119– 126||https://doi.org/10.3916/C40-2013-03-02||Communication technology, pre-school child, home environment, competences, ICTs, literacy, digital competence,
|20/04/2018 12:11:36||Quantitative||Family / Home||Adults||Surveys||101-500||Single-Country Study||USA||1||English||Research article||2014||Kara||Liebeskind||Jessica + Piotrowski
Matthew + Lapierre
Deborah + Linebarger
|The home literacy environment: Exploring how media and parent–child interactions are associated with children’s language production||Journal of Early Childhood Literacy||14||4||482-509||https://doi.org/10.1177/1468798413512850||Home literacy environment, children, media, parent–child interactions language production. Using a national sample of American parents of children aged 8–36 months (n=500), the current study evaluated how media and parent–child interactions are associated with children’s language skills. Results indicated a positive association between literacy-based parent–child interactions and children’s language production. The association between access to radios and children’s books was mediated by parent–child interactions.||http://journals.sagepub.com/doi/abs/10.1177/1468798413512850|
|20/04/2018 12:41:00||Quantitative||Pre-School / Nursery / Kindergarten, Family / Home||Adults||Surveys||+1000||Single-Country Study||UK||1||English||Research report||2005||Jackie||Marsh||Greg + Brooks
Jane + Hughs
Luise + Ritchie
Samuel + Roberts
Katy + Wright
|Digital beginnings: Young children’s use of popular culture, media and new technologies||Sheffield||BBCWorldwide; the Esmée Fairbairn Foundation||The study explored young children’s (aged from birth to six) use of popular culture, media and new technologies in the home through a survey of 1,852 parents and carers of children who attended 120 individual maintained and non-maintained early years settings in England. A total of 524 early years practitioners who worked in 104 of these settings were also surveyed in order to determine their attitudes towards children’s use of popular culture, media and new technologies and to explore how far they planned for their use in the communications, language and literacy curriculum of the foundation stage. The study also included an evaluation of the success of action research projects which took place in nine of the maintained and non-maintained early years settings.||http://www.digitalbeginnings.shef.ac.uk/|
|20/04/2018 12:56:40||Qualitative, Case Study||Family / Home||3 years of age, 4 years of age||51-100||Single-Country Study||UK||1||English||Research article||2013||Joanna||McPake||Lydia + Plowman
Christine + Stephen
|2013||Pre-school children creating and communicating with digital technologies in the home_1323||44||3||421-431||https://doi.org/10.1111/j.1467-8535.2012.01323.x||This paper discusses findings drawn from three studies that investigated the role of domestic technologies and digital toys and games in young children's lives. Specifically, it focuses on children's early communicative and creative experiences, concluding that digital technologies have the potential to expand young children's repertoire of activities in this context.||https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-8535.2012.01323.x|
|20/04/2018 13:01:51||Quantitative||Family / Home||Adults||Surveys||501-1000||Single-Country Study||Netherlands||1||English||Research article||2015||Peter||Nikken||Jos + de Haan||Guiding young children’s internet use at home: Problems that parents experience in their parental mediation and the need for parenting support||Cyberpsychology: Journal of Psychosocial Research on Cyberspace||9||1||1-14||doi: 10.5817/CP2015-1-3||Keywords: parental mediation, parenting support, media diffusion
Using an online questionnaire among 785 parents (children 0-7 years) in the Netherlands we investigated a) whether parents experience problems when guiding children’s digital media usage, b) whether they feel competent in dealing with these problems, c) whether they need parenting support, and d) how these problems, competences and need for support are related to the characteristics of the parents, the family and the child. The analyses reveal that the parents’ experiences of problems is associated with negative views on media effects, the presence of older siblings living at home and occur especially when their child is active on social media.
|20/04/2018 13:09:16||Quantitative||Family / Home||0-1 years of age, 2 years of age, 3 years of age, 4 years of age, 5 years of age, 6 years of age, 7 years of age||Surveys||501-1000||Single-Country Study||Netherlands||1||English||Research article||2015||Peter||Nikken||Marjon + Schols||How and Why Parents Guide the Media Use of Young Children||Journal of Child and Family Studies||24||11||3423–3435||doi.org/10.1007/s10826-015-0144-4||Data from an online survey among 896 Dutch parents with young children (0–7 years) showed that children’s use and ownership of TV, game consoles, computers and touchscreens, primarily depended on their media skills and age, not on parent’s attitudes about media for children. Only touchscreens were used more often by children, when
parents perceived media as helpful in providing moments of rest for the child. In line with former studies, parents consistently applied co-use, supervision, active mediation, restrictive mediation, and monitoring, depending on positive and negative attitudes about media. The child’s media skills and media activities, however, had stronger relationships with parental mediation styles, whereas age was not related.
|20/04/2018 13:28:42||Quantitative, Case Study||Family / Home||3 years of age, 4 years of age, Adults||Surveys, Interviews||101-500||Single-Country Study||UK||1||English||Research article||2010||Lydia||Plowman||Joanna + McPake
Christine + Stephen
|The Technologisation of Childhood? Young Children and Technology in the Home||Children & Society||24||63–74||10.1111/j.1099-0860.2008.00180.x||We describe an 18-month empirical investigation of three- and four-year-old children’s uses of technology at home, based on a survey of 346 families and 24 case studies. The findings are reported in the context of social commentators’ anxieties about the ways in which childhood
is being transformed by technology. Although we report evidence of some parental disquiet about the role of technology in children’s lives, we illustrate some of the complexities in families’ attitudes to, and uses of, technology and conclude that it is not perceived by parents to be the threat to modern childhood that is claimed.
|20/04/2018 13:37:29||Qualitative, Case Study||Family / Home||3 years of age||Observation, Interviews, Visual methods (photographs, video, etc.)||11-50||Single-Country Study||UK||1||English||Research article||2012||Lydia||Plowman||Olivia + Stevenson
Christine + Stephen
Joanna + McPake
|Preschool children’s learning with technology at home||Computers & Education||59||1||30-37||10.1016/j.compedu.2011.11.014||Informed by the ecocultural approach, a cluster of methods involved documenting children in their natural settings, close description of their play and attempts to represent both children’s and parents’ perspectives. Each round of data collection had a specific focus, such as audits of toys and technologies, conversations with children about their favourite toys, parental perceptions of their child’s play and learning, mobile phone diaries to illustrate ’typical’ days, and interviews about the changes brought about by the transition to primary school.
|20/04/2018 16:35:16||Quantitative||Pre-School / Nursery / Kindergarten, Family / Home||2 years of age, 3 years of age||Observation, Visual methods (photographs, video, etc.)||11-50||Single-Country Study||USA||1||English||Research article||2014||Sarah||Roseberry||Kathy + Hirsh-Pasek
Roberta + Michnick
|Skype me! Socially Contingent Interactions Help Toddlers Learn Language||Child Dev.||85||3||956–970||doi:10.1111/cdev.12166||This paper focuses on whether social contingency might support word learning. Toddlers aged 24- to 30-months (N=36) were exposed to novel verbs in one of three conditions: live interaction training, socially contingent video training over video chat, and non-contingent video training (yoked video). Results suggest that children only learned novel verbs in socially contingent interactions (live interactions and video chat).||https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3962808/pdf/nihms515593.pdf|
|20/04/2018 16:54:59||Quantitative||Family / Home||0-1 years of age, 2 years of age, 3 years of age||Observation, Visual methods (photographs, video, etc.)||101-500||Single-Country Study||USA||1||English||Research article||2009||Heather||Kirkorian||Tiffany + Pempek
Lauren + Murphy
Marie + Schmidt
Daniel + Anderson
|The Impact of Background Television on Parent–Child Interaction||Child Development||80||5||1350–1359||10.1111/j.1467-8624.2009.01337.x||This study investigated the hypothesis that background television affects interactions between parents and very young children. Fifty-one 12-, 24-, and 36-month-old children, each accompanied by 1 parent, were observed for 1 hr of free play in a laboratory space resembling a family room. For half of the hour, an adult-directed television program played in the background on a monaural television set. During the other half hour, the television was not on. Both the quantity and quality of parent-child interaction decreased in the presence of background television. These findings suggest one way in which early, chronic exposure to television may have a negative impact on development.||https://onlinelibrary.wiley.com/doi/epdf/10.1111/j.1467-8624.2009.01337.x|
|20/04/2018 17:24:13||Quantitative||Family / Home||0-1 years of age, 2 years of age, 3 years of age, Adults||Visual methods (photographs, video, etc.)||501-1000||Single-Country Study||USA||1||English||Research article||2014||Suzy||Tomopoulos||Carolyn + Brockmeyer,
Benard + Dreyer
Arthur + Fierman
Alan + Mendelsohn
|Children under the age of two are more likely to watch inappropriate background media than older children||Acta Pædiatrica||103||546–552||DOI:10.1111/apa.12588||We performed a longitudinal analysis of mother–infant dyads participating in a larger parenting study. The primary dependent variable was maternal reports of watching habits from media diaries at 6, 14, 24 and 36 months. Independent variables were child age, programme content and whether the programme was turned on specifically for the
child. We analysed 3570 programme exposures in 527 children, mostly from television. Children were significantly more likely to actually watch programmes if they were older, if the content was coded as ‘educational young child’ or if the parent tuned on the programme specifically so the child could watch it. Children under the age of two were more likely than older children to watch background media that featured age-inappropriate content or had not been turned on for them to watch.
|20/04/2018 17:34:54||Quantitative||Family / Home||Adults||Interviews||+1000||Single-Country Study||USA||1||English||Research article||2007||Elizabeth||Vandewater||Victoria + Rideout
Ellen + Wartella
Xuan + Huang
June + Lee
Mi-suk + Shim
|Digital childhood: electronic media and technology use among infants, toddlers, and preschoolers||Pediatrics||119||5||e1006–e1015||METHODS. Data from a representative sample of parents of children aged 0 to 6 (N = 1051) in 2005 were used. Descriptive analyses, logistic regression, and multivariate analyses of covariance were used as appropriate.
RESULTS. On a typical day, 75% of children watched television and 32% watched videos/DVDs, for approximately 1 hour and 20 minutes, on average. New media are also making inroads with young children: 27% of 5- to 6-year-olds used a computer (for 50 minutes on average) on a typical day. Many young children (one fifth of 0- to 2-year-olds and more than one third of 3- to 6-year-olds) also have a television in their bedroom. The most common reason given was that it frees up other televisions in the house so that other family members can watch their own shows (54%). The majority of children aged 3 to 6 fell within the American Academy of Pediatrics guidelines, but 70% of 0- to 2-year-olds did not.
|20/04/2018 17:47:43||Qualitative||Family / Home||3 years of age, 4 years of age, 5 years of age||Observation, Interviews||0-10||Comparative / Cross-National Study||SC||2||English||Research article||2015||Suzanna||Wong||Mobile digital devices and pre-schoolers: home multiliteracy practices||Language and Literacy||17||2||75–90||This paper presents one of the major findings from a study in Canada and Australia that examined preschoolers’ (ages 3 to 5) home multiliteracy practices. By focusing on data from one of the participants in this study, this paper discusses how the use of iPad engages children in multimodal literacy practices, motivates literacy learning and provides opportunities for independent exploration and creation. This study is informed by complexity science and the data collected were analyzed using Green’s (1988, 2012) three-dimensional model of literacy.||https://ejournals.library.ualberta.ca/index.php/langandlit/article/download/24803/18367|
|20/04/2018 18:04:08||Qualitative||Pre-School / Nursery / Kindergarten||6 years of age||0-10||Single-Country Study||Sweden||1||English||Research article||2015||Åberg||Ewa Skantz||Annika + Lantz-Andersson
Niklas + Pramling
|Children’s digital storymaking: The negotiated nature of instructional literacy events||Nordic Journal of Digital Literacy||10||3||170–189||storymaking, tool-mediated activity, early childhood education, literacy event||https://www.idunn.no/file/pdf/66804637/childrens_digital_storymaking_-_the_negotiated_nature_of_i.pdf|
|26/04/2018 10:54:36||Quantitative||Pre-School / Nursery / Kindergarten||Adults||Surveys||+1000||Single-Country Study||USA||1||English||Research article||2014||Courtney||Blackwell||Alexis + Lauricella
Ellen + Wartella
|Factors influencing digital technology use in early childhood education||Computers & Education||77||82-90||http://dx.doi.org/10.1016/j.compedu.2014.04.013||Participants in this study taught children 0–4 years old in three types of childcare settings: 52% worked in center-based care (i.e., for- or non-profit non-school based care, such as a YMCA, Montessori, or Bright Horizons), 36% in school-based care (public or private programs within K-12 school programs), and 11% in Head Start centers.
Keywords: Technology; Teacher cognition; Teacher education /development; Path modelling
|26/04/2018 11:10:55||Other||Pre-School / Nursery / Kindergarten||Non-empirical document||Secondary documents (News, Media, Policy reports, Industry documents, etc.)||Non-empirical document||Single-Country Study||Norway||1||English||Research article||2012||Nina||Bølgan||From IT to Tablet: Current Use and Future Needs in Kindergartens||Nordic Journal of Digital Literacy||7||3||154–170||This article describes chronologically the main lines of the implementation of ICT in kindergartens, and ICT’s place in education programmes from the mid-1990s until today. It discusses the lack of interest among public authorities in recognizing the role technology can have in modern early childhood and the necessity of promoting digital literacy in kindergartens and pre-school teacher education.
Keywords: ICT, implementation, digital literacy, early childhood, kindergarten, pre-school teacher education
|26/04/2018 11:39:45||Qualitative||Primary School||7 years of age, 8 years of age||Observation, Interviews, Documents / Artifacts generated by participants||11-50||Single-Country Study||USA||1||English||Research article||2013||Sally||Brown||A Blended Approach to Reading and Writing Graphic Stories||Reading Teacher||67||3||208–219||10.1002/TRTR.1211||This article documents the experiences of a diverse group of second grade students during a nine week unit of study focused on graphic stories. The final phase of the project required students
to convert their paper-based story into a digital version using Microsoft ’ s Photo Story and a classroom computer.
|26/04/2018 12:05:25||Qualitative||Primary School||8 years of age, Older children (9-18 years of age), Adults||11-50||Single-Country Study||Ireland||1||English||Research article||2012||Bertram||Bruce||Leo + Casey||The Practice of Inquiry: A Pedagogical ‘Sweet Spot’ for Digital Literacy?||Computers in the Schools||29||191–206||10.1080/07380569.2012.657994||KEYWORDS inquiry cycle, practice profile, digital literacy,
new media, signature pedagogy, inquiry-based learning, primary
It presents part of an extensive study reported in Casey, et al. (2009). The students produced an audiovisual slideshow with background music, using Photo story software, and the process has been observed.
|26/04/2018 12:16:54||Qualitative, Case Study||Primary School||8 years of age, Older children (9-18 years of age), Adults||101-500||Single-Country Study||Ireland||1||English||Research report||2009||Leo||Casey||Bertram + Bruce
Allan + Martin
Abigail + Reynolds
Gerry + Shiel
Laura + Coffey
Clifford + Brown
Michael + Hallissy
|Digital Literacy in Primary Schools (DLIPS)||Dublin||National College of Ireland||The research was based on classroom observations and interviews with teachers and principals from four schools in the vicinity of the Digital Hub in Dublin.||https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwjWr7zN2NfaAhXFaxQKHSrLAIsQFggpMAA&url=https%3A%2F%2Fwww.researchgate.net%2Fpublication%2F32963274_Digital_Literacy_New_Approaches_to_Participation_and_Inquiry_Learning_to_Foster_Literacy_Skills_among_Primary_School_Children&usg=AOvVaw0CIsWEZODiowFhVt2lXxsc|
|26/04/2018 12:47:07||Qualitative, Case Study||Primary School||6 years of age, 7 years of age, 8 years of age, Older children (9-18 years of age), Adults||Observation, Interviews, Documents / Artifacts generated by participants||51-100||Single-Country Study||USA||1||english||Research article||2014||Cathy||Burnett||Investigating pupils’ interactions around digital texts: a spatial perspective on the “classroom-ness” of digital literacy practices in schools||Educational Review||66||2||192–209||10.1080/00131911.2013.768959||Keywords: space, technology, classroom, Massey, literacy||https://www.tandfonline.com/doi/abs/10.1080/00131911.2013.768959|
|26/04/2018 13:04:47||Qualitative||Pre-School / Nursery / Kindergarten||5 years of age||Observation, Visual methods (photographs, video, etc.)||0-10||Single-Country Study||Norway||1||English||Research article||2013||Martin||Carlsen||Mathematical Learning Opportunities in Kindergarten through the Use of Digital Tools: Affordances and Constraints||Nordic Journal of Digital Literacy||8||3||171-185||Keywords: Appropriation, Digital tools, Kindergarten, Mathematics||https://www.idunn.no/dk/2013/03/mathematical_learning_opportunities_in_kindergarten_through|
|26/04/2018 13:12:47||Quantitative||Pre-School / Nursery / Kindergarten||Adults||Surveys||101-500||Single-Country Study||USA||1||English||Research article||2006||Chen||Jie-Qin||Charles + Chang||Using computers in early childhood classrooms: Teachers' attitudes, skills and practices||Journal of Early Childhood Research||4||2||169-188||10.1177/1476718X06063535||Sampling from a large metropolitan public school system in the USA, the study surveyed 297 state pre-kindergarten teachers, gathering information about their attitudes, skills, and instructional methods related to computer use. Keywords: computers, early childhood, survey, teachers, training||http://journals.sagepub.com/doi/abs/10.1177/1476718X06063535|
|27/04/2018 11:09:04||Mixed-Methods||Pre-School / Nursery / Kindergarten||3 years of age, 4 years of age, 5 years of age, 6 years of age, Adults||Surveys, Observation, Interviews, Visual methods (photographs, video, etc.)||11-50||Single-Country Study||USA||1||English||Research article||2010||Leslie||Couse||Dora + Chen||A Tablet Computer for Young Children? Exploring Its Viability for Early Childhood Education||Journal of Research on Technology in Education||43||1||75–98||A total of 41 children and 7 teachers from three preschool classrooms serving children 3–6 years old participated in this study. It explored the viability of the tablet computer as a technological tool for young children by engaging them in freehand drawing and self-portraits on the tablet. Data collection entailed four distinct phases: introductory and subsequent warm-up sessions focused on learning how the tablet works with each child; a final self-portrait drawing session with each child; and two separate interviews, one with each child for delayed memory recall, and one focused group interview session with each classroom group of teachers.It also run a background survey to parents.
Keywords: technology and young children, tablet
|27/04/2018 11:36:17||Qualitative, Participatory / Action Research||Primary School||6 years of age||Observation, Visual methods (photographs, video, etc.)||11-50||Single-Country Study||USA||1||English||Practitioner-Oriented Periodical||2007||Linda||Crafton||Mary + Brennan
Penny + Silvers
|Critical Inquiry and Multiliteracies in a First-Grade Classroom||Lauguage Arts||84||6||510-518||It is an action research about Mary's first grade students' engagement with critical inquiry. They use computers as part of the resources, and they videotape the sessions.
Keywords: Learning; Elementary school students; Teaching; Teachers;
|27/04/2018 12:37:40||Mixed-Methods||Pre-School / Nursery / Kindergarten, Primary School||3 years of age, 4 years of age, 5 years of age, 6 years of age, 7 years of age, Adults||Surveys, Interviews||51-100||Single-Country Study||USA||1||English||Practitioner-Oriented Periodical||2011||Autumn||Dodge||Nahid + Husain
Nell + Duke
|Connected Kids? K–2 Children’s Use and Understanding of the Internet||Language Arts||89||2||86-98||Child participants were 37 K–2 children, who were interviewed, and plus their parents submitted a questionnaire.
Keywords: Educational technology; Kindergarten students; Computer & video games; Internet; Kindergarten; Skills.
|03/05/2018 12:13:24||Qualitative||Pre-School / Nursery / Kindergarten||4 years of age, 5 years of age||11-50||Single-Country Study||Australia||1||English||Research article||2015||Susan||Edwards||Jo + Bird||Observing and assessing young children’s digital play in the early years: Using the Digital Play Framework||Journal of Early Childhood Research||15||2||158– 173||10.1177/1476718X15579746||we use observational data from a previous study investigating children’s use of technologies in an early childhood setting as a way of applying the Digital Play Framework in ‘practice’. In all, 20 children aged 4 and 5 participated in the project. The data were collected by both the children, through photographs and video recordings they made of their own technology use and through photographs, video recordings and written observations recorded by the educator.||http://journals.sagepub.com/doi/pdf/10.1177/1476718X15579746|
|03/05/2018 12:31:48||Participatory / Action Research||Pre-School / Nursery / Kindergarten, Primary School||Older children (9-18 years of age), Adults||Surveys, Observation, Interviews||11-50||Single-Country Study||Australia||1||English||Research article||2011||Christine||Edwards-Groves||The multimodal writing process: changing practices in contemporary classrooms||Language and Education||25||1||49–64||10.1080/09500782.2010.523468||This paper presents research exploring ‘writing and text construction’ practices in contemporary primary classrooms. In particular, the ways 17 teachers ranging from kindergarten (five-year-olds) through to Year 6 (11- to 12-year-olds), and students in Year 5 engaged with technologies in the construction of classroom texts were investigated. Data were collected by participant observation, semi-structured surveys, interviews with 6 teachers and a focus group interview with 6 students aged 10 and 11.||https://doi.org/10.1080/09500782.2010.523468|
|04/05/2018 10:33:11||Qualitative||Family / Home||5 years of age, 6 years of age||Interviews||0-10||Comparative / Cross-National Study||SC||2||English||Research article||2004||Yoram||Eshet-Alkalai||Digital Literacy: A Conceptual Framework for Survival Skills in the Digital Era||Journal of Educational Multimedia and Hypermedia||13||1||93-106||In the present study, a pilot test was made, to examine the reading ability of three first-grade children from Chile and Israel, for whom English was a foreign language, and who had never studied it in any formal way. As was found in an in-depth interview with those children, they have learned English by synchronic matching of words they heard with the corresponding "pictures" appearing on the monitor, without any basic understanding of the letters that compose the word, or the basic syntax of the word structure.||https://search.proquest.com/docview/205852670?accountid=14478|
|04/05/2018 10:52:44||Participatory / Action Research||Pre-School / Nursery / Kindergarten||3 years of age, 4 years of age, 5 years of age||Observation, Visual methods (photographs, video, etc.)||11-50||Single-Country Study||USA||1||English||Research article||2012||Victoria||Fantozzi||Exploring Elephant Seals in New Jersey: Preschoolers Use Collaborative Multimedia Albums||Young Children||67||3||42-49||VoiceThread—a website that allows users to create multimedia slideshows, or “threads,” and then open these threads to other users for commentary or collaboration—is used in a Reggio Emilia inspired suburban preschool classroom in New Jersey, USA.||http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=4&sid=0dd16051-c291-4ba9-97b3-576d9986d3ba%40pdc-v-sessmgr01|
|04/05/2018 11:35:49||Qualitative, Case Study||Primary School||6 years of age, 7 years of age, Older children (9-18 years of age), Adults||Observation, Interviews||11-50||Single-Country Study||Norway||1||English||Research article||2012||Anna||Gruszczynska||Guy + Merchant
Richard + Pountney
|"Digital Futures in Teacher Education": Exploring Open Approaches towards Digital Literacy||Electronic Journal of E-Learning||11||3||193–206||This paper reports the findings of a project "Digital Futures in Teacher Education" (DeFT) undertaken as part of the third phase of the Joint Information Systems Committee (JISC) UK Open Educational Resources (OER) programme. It draws from two case studies: The first case study depicts the work undertaken by a primary school teacher and her Year 2 class (6-7 year olds) at Mondrian Primary School in Sheffield. The second case study is based around the work of an English and Media Studies teacher working at the Warhol School in Rotherham (9-16 year olds).||http://www.ejel.org/volume11/issue3/p193|
|04/05/2018 12:20:28||Ethnography||Pre-School / Nursery / Kindergarten||3 years of age, 4 years of age, 5 years of age||11-50||Single-Country Study||Australia||1||English||Research article||2011||Sandra||Hesterman||A Contested Space: The Dialogic Intersection of ICT, Multiliteracies, and Early Childhood||Contemporary Issues in Early Childhood||12||4||349-361||10.2304/ciec.2011.12.4.349||This study investigated how two Western Australian teachers integrated ICT to support multiliteracies learning in early childhood classrooms. Two case studies, constructed over a nine-month period and employing ethnographic methodology, illustrated how different curricular, pedagogical, and classroom designs impact on children's early literacy experiences.||http://journals.sagepub.com/doi/abs/10.2304/ciec.2011.12.4.349|
|04/05/2018 12:33:52||Ethnography||Pre-School / Nursery / Kindergarten||5 years of age, 6 years of age, 7 years of age, Adults||11-50||Single-Country Study||Australia||1||English||Research article||2011||Sandra||Hesterman||Multiliterate Star Warians: The force of popular culture and ICT in early learning||Australasian Journal of Early Childhood||36||4||86-95||Classes consisted of 24 students aged between five and seven years, and two early childhood teachers. It focused on the examination of student learning in an ECE setting, with instances of ICT use and multiliteracies expressions recorded, as well as on the teacher participant and the school culture. A variety of strategies, consistent with an ethnographic inquiry approach, was used, including participant observation, semi-structured interviews, document analysis and vignettes.||http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=1&sid=0eca9bf9-2934-40cc-9666-b8ec7f3a789b%40sessionmgr4006|
|10/05/2018 10:46:09||Other||Industry / "Living Labs"||Adults, Non-empirical document||Interviews, Secondary documents (News, Media, Policy reports, Industry documents, etc.)||11-50||Single-Country Study||UK||1||English||Research article||2005||David||Buckingham||Margaret + Scanlon||Selling Learning: Towards a Political Economy of Edutainment Media||Media, Culture and Society||27||1||41-58||10.1177/0163443705049057||This article provides an analysis of the emerging market for ‘edutainment’ media in the UK. The material draws on a close reading of the trade press and industry reports; and on interviews with around 35 of the main UK educational publishers, software producers and retailers. Although it refers to edutainment of children broadly, it refers to that targeted young children.||http://journals.sagepub.com/doi/abs/10.1177/0163443705049057|
|10/05/2018 10:58:54||Participatory / Action Research||Pre-School / Nursery / Kindergarten||Adults||Observation||0-10||Single-Country Study||Canada||1||English||Research article||2013||Beverlie||Dietze||Diane + Kashin||Shifting Views: Exploring the Potential for Technology Integration in Early Childhood Education Programs||Canadian Journal of Learning and Technology||39||4||1-13||10.21432/T25P4Z||This paper presents how two faculty who teach in ECE-related degree programs integrated educational technology into their teaching pedagogy as a way to model to their students how it can be used to support children’s play and learning opportunities.||https://www.cjlt.ca/index.php/cjlt/article/view/26298|
|10/05/2018 11:17:19||Quantitative||Pre-School / Nursery / Kindergarten, Community (Other)||Adults||Surveys||501-1000||Single-Country Study||Greece||1||English||Research article||2010||Vasilis||Gialamas||Kleopatra + Nikolopoulou||In-service and pre-service early childhood teachers’ views and intentions about ICT use in early childhood settings: A comparative study||Computers & Education||55||333–341||10.1016/j.compedu.2010.01.019||Views and intentions were investigated via a questionnaire administered to 240 in-service and 428 pre-service early childhood teachers. Confirmatory Factor Analysis showed that the one-factor structure of the questionnaire holds in both populations. Measurement partial invariance between the two populations was confirmed. Comparing the two populations with regard to the degree of adopting positive views–intentions and the level of computer self-efficacy, teachers expressed more positive views–intentions and students reported higher computer self-efficacy.||https://www.sciencedirect.com/science/article/pii/S0360131510000333?via%3Dihub|
|10/05/2018 11:26:16||Qualitative||Primary School||Adults||Interviews||11-50||Single-Country Study||UK||1||English||Research article||2008||Lynda||Graham||Teachers are digikids too: the digital histories and digital lives of young teachers in English primary schools||Literacy||42||1||10-18||10.1111/j.1467-9345.2008.00476.x||I interviewed 23 teachers in the Greater London area, 18 females and five males. The teachers’ ages ranged from 22 to 34, and the children they taught between 4 and 11 years old.
Key words: digital histories, digital lives, communities of practice, inset, Initial Teacher Education, primary teachers
|10/05/2018 12:00:52||Ethnography||Pre-School / Nursery / Kindergarten||4 years of age, 5 years of age, Adults||Observation||101-500||Single-Country Study||Australia||1||English||Research article||2013||Sandra||Hesterman||Early childhood designs for multiliteracies learning||Australian Journal of Language and Literacy||36||3||158-168||potential. This research study investigated how teachers’ pedagogical
considerations, evident in different teaching approaches, impact on the integration of information and communication technologies to support Multiliteracies learning. Five case studies, constructed over a nine-month period and employing ethnographic methodology, illustrated how teacher pedagogy impacts on the quality of children’s Multiliteracies learning experiences. Observations in each classroom occurred on a fortnightly basis over a nine month period for a minimum of five hours per visit. A total of 120 children (aged 4–5 years) were observed participating in classroom activities. The five teacher participants were females aged between 35–50 years.
|10/05/2018 12:34:03||Other||Pre-School / Nursery / Kindergarten, Primary School||5 years of age, 6 years of age, 7 years of age||Observation||11-50||Single-Country Study||USA||1||English||Research article||2014||Bruce||Homer||Charles + Kinzer
Jan + Plass
Susan + Letourneau
Dan + Hoffman
Meagan + Bromley
Elizabeth + Hayward
Selen + Turkay
Yolanta + Kornak
|Moved to learn: The effects of interactivity in a Kinect-based literacy game for beginning readers||Computers & Education||74||37–49||10.1016/j.compedu.2014.01.007||Digital reading games, including ones with new modes of interface such as the Kinect
for Xbox, may provide similar benefits in part by allowing dynamic in-game activities. However, these
activities may also be distracting and detract from learning. Children (ages 5–7 years, N=39) were randomly assigned to either i) jointly read a story with an adult, ii) have the story read by a character in a Kinect game, or iii) have the story read by a character in a Kinect game plus in-game activities. Both Kinect-Activities and Book Reading groups had significant gains for High Frequency Words, Active Decoding, and Total Reading Score, but only Kinect-Activities group had significant gain for Sight words (p < .05).
Keywords: Literacy; Digital games; E-book; Gesture-based interactions;
|10/05/2018 12:44:14||Qualitative||Primary School||Adults||Interviews||0-10||Single-Country Study||Australia||1||English||Research article||2008||Eileen||Honan||Barriers to teachers using digital texts in literacy classrooms||Literacy||42||1||36-43||10.1111/j.1467-9345.2008.00480.x||This paper reports on one study where teachers discussed, argued and
thought about their uses of digital texts in their classrooms. It investigate the teaching of digital literacy practices in one school in Brisbane, Queensland, Australia; engage teachers in self-reflexive work that would
encourage the development of new pedagogical practices to improve the use of digital texts in their literacy classes. The participants were four teachers; two were teaching Grade 2 classes, one a Grade 3 class and the other a Grade 3/4 class.
|10/05/2018 15:43:37||Participatory / Action Research||Pre-School / Nursery / Kindergarten, Primary School||3 years of age, 4 years of age, 5 years of age, 6 years of age, Non-empirical document||11-50||Single-Country Study||USA||1||English||Practitioner-Oriented Periodical||2012||Nicholas||Husbye||Beth + Buchholz
Christy + Wessel
Karen E. Wohlwend
|Critical Lessons and Playful Literacies: Digital Media in PK–2 Classrooms||Language Arts||90||2||82-92||Using filmmaking as a conduit, we explore the possibilities of playful early literacy curricula where groups of children – forty-four kindergarten and first-grade students – create a shared text by pretending, drawing, writing, making props, animating puppets, playing with Star Wars Legos and other popular media toys, and operating new technologies.||https://search.proquest.com/docview/1327227294/fulltextPDF/97E939F3BA9D4E4BPQ/1?accountid=14478|
|10/05/2018 15:57:18||Qualitative||Pre-School / Nursery / Kindergarten, Community (Other)||Adults||11-50||Single-Country Study||Turkey||1||English||Research article||2015||Cemil||INAN||A digital storytelling study project on mathematics course with preschool pre-service teachers||Educational Research and Reviews||10||10||1476-1479||10.5897/ERR2015.2247||In this study, digital stories were designed for mathematics instruction with preschool pre-service teachers. At the end of the six-week study, preschool students viewed the digital stories created. qualitative data collection methods such as observation, interview and analysis of documents are used. 25 pre-service teachers attending the junior class participated in the study.||http://www.academicjournals.org/journal/ERR/article-abstract/526C26B53223|
|10/05/2018 16:26:34||Other||Primary School||7 years of age, 8 years of age, Older children (9-18 years of age), Adults||Observation, Interviews, Visual methods (photographs, video, etc.)||51-100||Single-Country Study||Finland||1||English||Research article||2010||Marjaana||Kangas||Creative and playful learning: Learning through game co-creation and games in a playful learning environment||Thinking Skills and Creativity||5||1-15||:10.1016/j.tsc.2009.11.001||Methodologically, the study is based on design-based research. The school in northern Finland has a total of 68 students aged 7–12, as well as four full-time teachers, all of whom participated in the teaching experiment.The data were collected using semi-structured thematic group interviews of children (N= 38; 15 girls, 23 boys) and the teachers (N= 4), participant observation in classes and the playground, and video recordings. First and second graders were interviewed in informal ways as part of participant observation.||https://www.sciencedirect.com/science/article/pii/S1871187109000704?via%3Dihub|
|10/05/2018 16:33:44||Participatory / Action Research||Pre-School / Nursery / Kindergarten||Adults||Observation||11-50||Single-Country Study||USA||1||English||Research article||2009||Jared||Keengwe||Grace + Onchwari||Technology and Early Childhood Education: A Technology Integration Professional Development Model for Practicing Teachers||Early Childhood Education Journal||37||3||209–218||10.1007/s10643-009-0341-0||This article describes a Summer Institute project that the authors facilitated in a medium sized midwest public university. The summer workshop afforded participating early childhood education teachers exciting opportunities to interact with various instructional tools and technology applications. A total of 12 early childhood education teachers participated in this workshop.||https://link.springer.com/content/pdf/10.1007%2Fs10643-009-0341-0.pdf|
|10/05/2018 16:38:38||Quantitative||Pre-School / Nursery / Kindergarten||Adults||Surveys||101-500||Single-Country Study||Belgium||1||English||Research article||2015||Stephanie||Kerckaert||Ruben + Vanderlindea
Johan + van Braaka
|The role of ICT in early childhood education: Scale development and research on ICT use and influencing factors||European Early Childhood Education Research Journal||23||2||183–199||10.1080/1350293X.2015.1016804||The current study, conducted in Flanders, aims to get a clearer picture of ICT use in Flemish preschools. For this purpose, a questionnaire was composed consisting of newly developed and existing scales.
Based on the answers of 232 preschool teachers, two types of ICT use are distinguished in early childhood education, ‘ICT use supporting basic ICT skills ‘and attitudes’, and ‘ICT use supporting contents and individual learning needs’.
|17/05/2018 11:19:19||Quantitative, Other||Pre-School / Nursery / Kindergarten||Adults||Surveys||11-50||Single-Country Study||Turkey||1||English||Research article||2015||Abdullah||Kildan||Lutfi + Incikabi||Effects on the technological pedagogical content knowledge of early childhood teacher candidates using digital storytelling to teach mathematics||Education 3–13||43||3||238-248||10.1080/03004279.2013.804852||This study aimed to present early childhood teacher candidates' experiences preparing digital stories and to reveal the resulting changes, if any, in self-reported technological pedagogical content knowledge (TPACK), using quasi-experimental design. Four instruments were used to collect data in the current study: 1) the demographics questionnaire; 2) an open-ended questionnaire on participant's knowledge about digital storytelling; 3) TRACK diagram; and 4) 2nd open-ended questionnaire at the end of experiment.||https://www.tandfonline.com/doi/full/10.1080/03004279.2013.804852|
|17/05/2018 11:30:16||Qualitative||Family / Home||3 years of age, Adults||Observation, Visual methods (photographs, video, etc.)||0-10||Single-Country Study||UK||1||English||Research article||2015||Natalia||Kucirkova||Mona + Sakr||Child–father creative text-making at home with crayons, iPad collage & PC||Thinking Skills and Creativity||17||59-73||10.1016/j.tsc.2015.05.003||This study examines how the properties of digital (an iPad app and PC software) and nondigital (collage and drawing) resources for children’s text-making influence the creativeexpression of a three-year-old during collaborative text-making with her father at home. Video transcripts
were analysed using thematic deductive analysis, supplemented with multimodal description of the processes and frequency measures for the individual and collaborative indicators of possibility thinking.
|17/05/2018 11:40:46||Mixed-Methods, Case Study||Pre-School / Nursery / Kindergarten, Community (Other)||Adults||Surveys, Observation, Interviews||101-500||Single-Country Study||USA||1||English||Research article||2004||James||Laffey||Appropriation, Mastery and Resistance to Technology in Early Childhood Preservice Teacher Education||Journal of Research on Technology in Education||36||4||361-382||A set of surveys was given to all (approximately 300 students in the class of 2001) PSTs in the program each year to gather general descriptive and comparative statistics. we identified 30 PSTs as participants in a primary case study sample, with whom observations and semi-structured interviews were undertaken. We also recruited a secondary sample of 45 PSTs with whom focus group sessions and semi-structured interviews were undertaken, to triangulate findings from the primary case participants.||http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,cookie,url,uid&db=bth&AN=14599633&lang=es&site=ehost-live&scope=site|
|17/05/2018 11:53:29||Ethnography||Pre-School / Nursery / Kindergarten||4 years of age, 5 years of age, 6 years of age||Observation, Interviews||11-50||Single-Country Study||Norway||1||English||Research article||2015||Tove||Lafton||Digital literacy practices and pedagogical moments, human and non-human intertwining in early childhood education||Contemporary Issues in Early Childhood||16||2||1-17||This article is centred on the question of how we might rethink an example of digital practice based on a Foucauldian understanding of discourse and a rhizomatic understanding of digital practice through the actor network theory. The article puts forth several theoretical arguments to examine data illustrating recurring situations from an ethnographically inspired fieldwork in Norwegian kindergartens. Over a five-month period, an ethnographic fieldwork was conducted in three kindergartens.
Keywords: actor network theory, digital practice, early childhood practitioners, ethnography, event, forces
|17/05/2018 12:19:13||Case Study, Participatory / Action Research||Pre-School / Nursery / Kindergarten||3 years of age, 4 years of age, 5 years of age, 6 years of age||Observation, Interviews, Visual methods (photographs, video, etc.)||0-10||Single-Country Study||Norway||1||English||Research article||2014||Jonna||Leinonen||Sara + Sintonen||Productive Participation – Children as Active Media Producers in Kindergarten||Nordic Journal of Digital Literacy,||9||3||216–237||In this paper, media education has been approached as a case study from the viewpoint of active production and participation. This research is a qualitative action research case study, carried out in two group situations including 3-6-year-old children (five children in the first group and four in the second) in two separate kindergarten groups (2010). Media materials were presented and offered at the beginning of the class by the researcher who participated as an active observer during the whole process. story. The children’s conversations with the researcher and each other were recorded. The whole process was documented with two digital cameras and an audio recorder.||https://www.idunn.no/file/pdf/66722073/productive_participation_-_children_as_active_media_produce.pdf|
|17/05/2018 13:03:34||Mixed-Methods||Family / Home||Adults||Surveys, Interviews||11-50||Single-Country Study||UK||1||English||Research article||2004||Jackie||Marsh||the techno-literacy practices of young children||journal of early childhood research||2||1||51–66||10.1177/1476718X0421003||This article discusses findings from a survey undertaken in a working-class community in the north of England which aimed to identify the ‘emergent techno-literacy’ practices of a group of 44 children aged between two and a half and four years of age. Forty-four questionnaires on families’ home activities in relation to technoliteracy, were returned, and the parents
of 13 boys and 13 girls were interviewed.
|17/05/2018 14:56:38||Ethnography||Primary School||5 years of age, 6 years of age, 7 years of age, Adults||Surveys, Observation, Interviews, Visual methods (photographs, video, etc.)||11-50||Single-Country Study||Australia||1||English||Research article||2012||Susan||McDonald||Jennifer + Howell||Watching, creating and achieving: Creative technologies as aconduit for learning in the early years||British Journal of Educational Technology||43||4||641–651||10.1111/j.1467-8535.2011.01231.x||This paper describes the use of robotics in an Early Years classroom as a tool to aid the development of technological skills in a creative environment rich with literacy and numeracy opportunities. The pilot study was conducted with a class of 16 students aged between 5 years and 6 months to 7 years, over a 6-week period, based on a micro-ethnographic case study approach. the project utilised typical ethnographic methods (eg, participation, observation, recording field notes, interviewing and video recording) and student survey.||https://onlinelibrary.wiley.com/doi/epdf/10.1111/j.1467-8535.2011.01231.x|
|17/05/2018 15:36:13||Qualitative||Primary School||Adults||Interviews||11-50||Single-Country Study||Australia||1||English||Research article||2010||Jenny||McDougall||A crisis of professional identity: How primary teachers are coming to terms with changing views of literacy||Teaching and Teacher Education||26||3||679–687||10.1016/j.tate.2009.10.003||This study analyses the discourses that emerged from interviews with a group of Australian primary teachers who talked about their reactions to teaching media. Individual interviews were conducted with 26 teachers from a regional area in Australia. out of the 26, 9 were teachers of pre-school up to Year 2.||https://www.sciencedirect.com/science/article/pii/S0742051X09002017?via%3Dihub|
|17/05/2018 15:54:55||Other||Pre-School / Nursery / Kindergarten||4 years of age, 5 years of age, Adults||Observation||101-500||Single-Country Study||Netherlands||1||English||Research article||2009||Susan||McKenney||Joke + Voogt||Designing technology for emergent literacy: The PictoPal initiative||Computers & Education||52||4||719-729||10.1016/j.compedu.2008.11.013||PictoPal is the name of a technology-supported intervention designed to foster the development of emergent reading and writing skills in four and five year old children. It compares the four pre–post test experiments used to assess learning effects, in which three schools, eight teachers and all pupils (n = 172) of these teachers participated in the study. The study suggest that the on-computer activities in PictoPal can yield a statistically significant learning effect, but only when integration with off-computer activities is present.||https://www.sciencedirect.com/science/article/pii/S0360131508001887|
|18/05/2018 10:50:24||Longitudinal, Other||Primary School||8 years of age||11-50||Single-Country Study||Australia||1||English||Research article||2011||Kathy||Mills||‘I’m making it different to the book’: Transmediation in young children’s multimodal and digital texts||Australasian Journal of Early Childhood||36||3||56-65||This article draws on longitudinal classroom research with a culturally
diverse cohort of eight-year-old children, to advance new understandings about children’s engagement in transmediation in the context of digital media creation. The findings reported here were observed in the context of a four-year, design-based research project. The data sets for this component of the project included: a) More than 200 print and digital artefacts produced by the Year 3 students—drawings, storyboards, scripts, digital movies and comics; b) Audio-recorded focus groups and dialogue with individuals about transmediation; and c) Sixty focused lesson observations.
|24/05/2018 16:06:24||Quantitative||Libraries||Adults||Surveys||101-500||Single-Country Study||USA||1||English||Research article||2015||J. Elizabeth||Mills||Emily + Romeijn-Stout
Cen + Campbell
Amy + Koester
|Results from the Young Children, New Media, and Libraries Survey: What Did We Learn?||Children & Libraries||13||2||26-32, 35||The article focuses on a survey conducted in the U.S. to know whether technology and new media are being used in libraries and accessible to children aged 0-5 years old. The results showed that there is a high trend in using portable technology for learning while there is low evidence of media mentorship leading to new discussions. It had received 415 surveys from libraries across the US.||http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,cookie,url,uid&db=eue&AN=103155482&lang=es&site=ehost-live&scope=site|
|24/05/2018 16:26:23||Participatory / Action Research||Primary School||7 years of age, 8 years of age, Adults||Observation, Documents / Artifacts generated by participants||51-100||Single-Country Study||Canada||1||English||Research article||2014||Burcu||Ntelioglou||Jennifer + Fannin
Jim + Cummins
|A multilingual and multimodal approach to literacy teaching and learning in urban education: a collaborative inquiry project in an inner city elementary school||Frontiers in Psychology||5||1-10||10.3389/fpsyg.2014.00533||The collaboration between two Grade 3 teachers and university-based researchers sought to create instructional approaches that would support students’ academic engagement and literacy learning. In this paper, we described one of the projects that took place in this class, exploring how a descriptive writing unit could be implemented in a way that connected with students’ lives and enabled them to use their home languages, through the creation of multiple texts, using creative writing, digital technologies, and drama pedagogy.||https://www.frontiersin.org/articles/10.3389/fpsyg.2014.00533/full|
|31/05/2018 15:48:55||Participatory / Action Research||Primary School, Community (Other)||Adults||Documents / Artifacts generated by participants||51-100||Single-Country Study||USA||1||English||Research article||2012||Cheryl||Rosaena||Marjorie + Terpstra||Widening Worlds: Understanding and teaching new literacies||Studying Teacher Education||8||1||35–49||10.1080/17425964.2012.657015||This article describes two teacher educators' engagement in collaborative self-study as we implemented The New Literacies Project to help pre-service teachers expand their conceptions of literacy and their knowledge of how to incorporate new literacies pedagogies into K-6 teaching and learning. (n = 51; 5 males and 46 females). We analyzed the written work produced in the course.||https://www.tandfonline.com/doi/abs/10.1080/17425964.2012.657015|
|31/05/2018 16:06:47||Ethnography||Pre-School / Nursery / Kindergarten||3 years of age, 4 years of age, 5 years of age||Surveys, Observation, Visual methods (photographs, video, etc.), Documents / Artifacts generated by participants||51-100||Single-Country Study||USA||1||English||Research article||2015||Jennifer||Rowsell||Debra + Harwood||“Let It Go”: Exploring the Image of the Child as a Producer, Consumer, and Inventor||Theory Into Practice,||54||136–146||10.1080/00405841.2015.1010847||We observed, documented, and assessed the ways that the young children constructed meaning within these varied social/cultural settings. We visited each classroom bimonthly for a 7-month period, observing both before and after iPads were introduced into each learning context.
We recorded over 120 hours of classroom interactions, 2,000 photographs, 200 video recordings, and 500 sample artifacts from the
children. Seven educators also participated in the observation phase of the project with four of the educators also completing an online survey.
Additionally, the parents of the 71 participating children were invited to complete an online survey, with the goal of providing a glimpse of at home literacy practices.
|31/05/2018 16:34:30||Qualitative||Pre-School / Nursery / Kindergarten||5 years of age||Observation, Visual methods (photographs, video, etc.)||0-10||Single-Country Study||Norway||1||English||Research article||2012||Margareth||Sandvik||Ole + Smørdal
Svein + Østerud
|Exploring iPads in Practitioners' Repertoires for Language Learning and Literacy Practices in Kindergarten||Nordic Journal of Digital Literacy||7||3||204-220||In collaboration with a practitioner, an intervention was designed that included the use of two iPad apps in a language learning and literacy practice session with a group of 5 children aged 5. The videotaped data is drawn from one multicultural kindergarten in a suburban area in Oslo. The empirical data consists of video documentation of children working in pairs on their iPads, in interaction with the preschool teacher, and the same preschool teacher’s management of a group of children in front of the large shared display.||https://www.idunn.no/file/pdf/56663182/exploring_ipads_in_practitioners_repertoires_for_language_.pdf|
|31/05/2018 17:10:46||Ethnography||Pre-School / Nursery / Kindergarten||4 years of age||0-10||Single-Country Study||USA||1||English||Practitioner-Oriented Periodical||2008||Marjorie||Siegel||Stavroula + Kontovourki
Stephanie + Schmier
Grace + Enriquez
|Literacy in Motion: A Case Study of a Shape-shifting Kindergartener||Language Arts||86||2||89-98||The broader study from which this case was drawn was an ethnographic inquiry into the literacy practices and cultural models that constituted the
mandated balanced literacy curriculum in a kindergarten classroom where digital and print-based literacies intersected. The site for the study was P.S. ABC, a PreK–5 public elementary school located in a predominantly bilingual community in New York City. Data were collected two mornings a week over a nine-month period (October 2003–June 2004) through participant observation in the morning literacy block, supplemented by artifact collection and conversations with the teacher. NOTE: the age of the participant is not mentioned in the article.
|14/06/2018 17:45:12||Qualitative||Primary School||6 years of age, 7 years of age||11-50||Single-Country Study||USA||1||English||Research article||2010||Penny||Silvers||Mary + Shorey
Linda + Crafton
|Critical literacy in a primary multiliteracies classroom: The Hurricane Group||Journal of Early Childhood Literacy||10||4||379–409||10.1177/1468798410382354||This qualitative research presents an expanded perspective of literacy practices in which young students engage in multiple literacies. Three researchers have been observing, analyzing, and interpreting the lived experiences of 25 six- and seven-year-old children within their classroom context. The main research question that has guided
our work asks: what are the ways in which young children develop a broader understanding of literacy practices and construct new identities as they engage in multiple literacies, including conventional print, digital, visual, spatial, gestural, musical, and critical literacies?
|15/06/2018 10:00:57||Qualitative||Pre-School / Nursery / Kindergarten, Primary School||Adults||Observation||0-10||Single-Country Study||USA||1||English||Practitioner-Oriented Periodical||2015||Barbara||Steckel||Valerie + Harlow
Leah + Van Vaerenewyck
|Artistic Technology Integration: Stories From Primary and Elementary Classrooms||The Reading Teacher||69||1||41-49||10.1002/trtr.1356||How do teachers use technology in ways that elevate teaching beyond simple skills to become artistic in nature? The article takes up four teachers (from kindergarten to fourth grade) as cases.||https://ila.onlinelibrary.wiley.com/doi/pdf/10.1002/trtr.1356|
|15/06/2018 10:17:34||Case Study||Primary School||Adults||Interviews||0-10||Single-Country Study||Australia||1||English||Research article||2013||Wong Kung||Teck||Affordances of interactive whiteboards and associated pedagogical practices: Perspectives of teachers of science with children aged five to six years||TOJET: The Turkish Online Journal of Educational Technology||12||1||1-8||Many schools have accepted interactive whiteboards (IWB) as core teaching technology for teaching young children. This paper reports on selected preliminary findings from a recent study which highlighted a number of affordances, practices and challenges related to teaching science for children aged five to six years using IWBs. In-depth interviews with seven teachers to explore their individual experiences and perspectives about the uses of IWBs were recorded.||https://pdfs.semanticscholar.org/606b/244ae187e1cf329859f5038c7f0ebc0ad6ad.pdf|
|15/06/2018 10:27:26||Quantitative||Pre-School / Nursery / Kindergarten||Adults||Surveys, Visual methods (photographs, video, etc.)||101-500||Single-Country Study||Australia||1||English||Research article||2015||Karen||Thorpe||Julie + Hansena
Susan + Danby
Filzah Mohamed + Zaki
Sandra + Grant
Christina + Davidson
Lisa M. + Given
|Digital access to knowledge in the preschool classroom: Reports fromAustralia||Early Childhood Research Quarterly||32||174–182||10.1016/j.ecresq.2015.04.001||Australian preschool teachers’ use of Web-searching in their classroom practice was examined (N = 131).Availability of Internet-enabled digital technology and the contribution of teacher demographic characteristics, comfort with digital technologies and beliefs about their use were assessed. Internet-enabled technologies were available in 53% (n = 69) of classrooms. Within these classrooms, teacher age and beliefs predicted Web-searching practice. Although comfortable with digital access of knowledge in their every-day life, teachers reported less comfort with Web-searching in the context of their classroom practice.||https://www.sciencedirect.com/science/article/pii/S0885200615000393|
|05/07/2018 16:40:20||Quantitative, Qualitative, Mixed-Methods||Libraries||0-1 years of age, 2 years of age, 3 years of age, 4 years of age, 5 years of age||Surveys, Observation, Interviews, Visual methods (photographs, video, etc.)||101-500||Single-Country Study||SC||1|
|10/09/2018 17:19:01||Quantitative||Pre-School / Nursery / Kindergarten||3 years of age, 4 years of age, 5 years of age||Interviews, Visual methods (photographs, video, etc.)||101-500||Single-Country Study||USA||1||English||Research article||2015||Kathleen||Paciga||Their teacher can't be an app: Preschoolers' listening comprehension of digital storybooks||Journal of Early Childhood Literacy||15||4||473 – 509||https://doi.org/10.1177/1468798414552510|
|11/10/2018 15:22:59||Qualitative, Case Study||Primary School||6 years of age, 7 years of age||Observation, Interviews, Documents / Artifacts generated by participants||11-50||Single-Country Study||Canada||1||English||Research article||2007||Charlene||van Leeuwen||Martha + Gabriel||Beginning to write with word processing: Integrating writing process and technology in a primary classroom||The Reading Teacher||60||5||420–429||doi:10.1598/RT.60.5.2||This research was conducted in a grade 1 class in a rural school in a province on the east coast of Canada. The purpose of the case study (Stake, 1994) was to develop greater understanding of the multiple factors involved in the use of word processing by beginning writers, as well as the effect of integrating ICTs on the classroom environment and on the teacher.||https://ila.onlinelibrary.wiley.com/doi/abs/10.1598/RT.60.5.2|
|11/10/2018 15:36:37||Qualitative, Case Study||Pre-School / Nursery / Kindergarten||5 years of age, Adults||Observation, Interviews, Secondary documents (News, Media, Policy reports, Industry documents, etc.)||11-50||Single-Country Study||Norway||1||English||Research article||2012||Vigdis||Vangsnes||Nils + Økland
Rune + Krumsvik
|Computer games in pre-school settings: Didactical challenges when commercial educational computer games are implemented in kindergartens||Computers & Education||58||1138–1148||10.1016/j.compedu.2011.12.018||The aim of the study is to focus on pre-school teachers’ didactic challenges in order to understand the complexity of pedagogical reasoning compared to the children’s use and transformation of digital games. The sample in this case study consisted of approximately 15 h of video-observations (Merriam, 1998) of 5 year olds playing digital games in kindergartens, carried out by two researchers. The sample in addition consisted of 8 pre-school teachers based on purposeful selection (Maxwell, 2005) who were interviewed one time (semi-structured interview. To enhance the internal validity, document analysis (Merriam, 1998) of Norwegian policy documents and a national survey (Kvinge et al., 2010) were used as a backdrop.||https://ac.els-cdn.com/S0360131511003344/1-s2.0-S0360131511003344-main.pdf?_tid=fa54801e-32e6-4695-8a79-0e02629bee2b&acdnat=1539264668_f27a06c51d837a341703438927f4b3f9|
|17/10/2018 15:26:39||Qualitative||Primary School||6 years of age, 8 years of age, Older children (9-18 years of age), Adults||11-50||Single-Country Study||UK||1||English||Research article||2008||Maureen||Walsh||Worlds have collided and modes have merged: classroom evidence of changed literacy practices||Literacy||42||2||101-108||https://doi.org/10.1111/j.1741-4369.2008.00495.x||This paper examines evidence from classroom research to analyse the nature of multimodal literacy, the literacy that is needed in contemporary
times for reading, viewing, responding to and producing multimodal and digital texts. In the research study, nine teachers’ classes volunteered to include multimodal or digital texts within their classroom literacy programme. Data gathered included teacher and researcher observations, video
data, teachers’ digital and print journals as well as student digital and print work samples.
|17/10/2018 15:35:51||Mixed-Methods, Case Study||Primary School||6 years of age, 7 years of age, 8 years of age, Older children (9-18 years of age), Adults||Surveys, Observation, Documents / Artifacts generated by participants||51-100||Single-Country Study||Australia||1||English||Research article||2010||Maureen||Walsh||Multimodal literacy: What does it mean for classroom practice?||Australian Journal of Language and Literacy||33||3||211–239||This paper discusses evidence from recent classroom research where 16
teachers worked in teams in nine primary school classrooms to develop new ways of embedding technology for literacy learning. Data from the nine case studies provides evidence that teachers can combine the teaching of print-based literacy with digital communications technology across a range of curriculum areas.
|17/10/2018 15:57:17||Qualitative, Ethnography||Pre-School / Nursery / Kindergarten||3 years of age, 4 years of age, 5 years of age||11-50||Single-Country Study||Not specified||1||English||Practitioner-Oriented Periodical||2008||Karen||Wohlwend||Play as a Literacy of Possibilities: Expanding Meanings in Practices, Materials, and Spaces||Language Arts||86||2||In this article, I explore how play, through its multimodal facility for manipulating meanings and contexts, powerfully shapes children's learning and participation in classrooms. Examples from one focal kindergarten classroom in a three-year study conducted in early childhood classrooms illustrate how young children emphasize or combine particular modes to strategically amplify their intended meanings as they play: 1) to try out social practices, 2) to explore the multimodal potential of material resources, and 3) to construct spaces for peer cultore within classrooms. The three examples that illustrate this article are excerpted from data collected from one classroom in a threeyear study of literacy play in K2 classrooms.||http://karenwohlwend.com/papers/2008playasiteracy.pdf|
|17/10/2018 16:05:11||Ethnography||Pre-School / Nursery / Kindergarten, Primary School||5 years of age, 6 years of age, 7 years of age||11-50||Single-Country Study||Not specified||1||English||Research article||2009||Karen||Wohlwend||Early Adopters: Playing New Literacies and Pretending New Technologies in Print-Centric Classrooms||Journal of Early Childhood Literacy||9||2||117-140||https://doi.org/10.1177/1468798409105583||Microanalysis of video data of classroom interactions collected during a three year ethnographic study of children‘s literacy play in kindergarten and primary classrooms reveals how the leading edge of technology use in print-centric classrooms is pretended into being by 5- , 6-, and 7-year-old ―early adopters‖ a marketing term for first wave consumers who avidly buy and explore newly-released technology products. During visits to the classrooms, I observed, took fieldnotes, videotaped, and transcribed children‘s small group interaction to capture the flow of talk and action that accompanies young children‘s literacy events. I analyzed the ethnographic data from these visits using mediated discourse analysis (Scollon, 2001; Scollon & Scollon, 2004) to locate the tools, materials, and places where children combined reading, writing, playing, and designing practices (Wohlwend, 2009b).||http://journals.sagepub.com/doi/10.1177/1468798409105583|
|18/10/2018 10:46:08||Ethnography||Primary School||6 years of age, 7 years of age, Adults||11-50||Single-Country Study||USA||1||English||Research article||2017||Elizabeth (Betsy)||Baker||Apps, iPads, and Literacy: Examining the Feasibility of Speech Recognition in a First- Grade Classroom||Reading Research Quarterly||52||3||291–310||10.1002/rrq.170||ethnographic study through a school year with a first-grade teacher and students (22). Collected observation data, artifacts of student work (e.g., worksheets, SR screenshots, writing center compositions), photographs of the the classroom setting, and audio recordings of informal interviews with the teacher and students. I also collected video (59 hours) with corresponding
audio recordings at the writing center.
|18/10/2018 11:00:47||Ethnography||Pre-School / Nursery / Kindergarten||3 years of age, 4 years of age, Adults||11-50||Single-Country Study||USA||1||English||Other||2013||Emily||Bigelow||iWrite: Digital message making practices of young children||Nashville, Tennessee||Vanderbilt University||Data collection occurred over a 6 month period using the primary methods of surveys, interviews, observations, and technology activities. Overall, 14 parents completed the parent survey, 11 families participated in home visits, 12 parents participated in parent interviews, and 14 parents participated in the iWrite email
activities. During these observations of the writing center and note-writing activities, a video camera was used to record activity. Field notes were also written and used to create methodological and theoretical notes weekly. In addition, a digital camera was used to capture student writing or other products created during center time or the whole class note-writing activity.
|18/10/2018 11:25:02||Ethnography||Pre-School / Nursery / Kindergarten, Primary School||5 years of age, 6 years of age, 7 years of age, Adults||11-50||Single-Country Study||USA||1||English||Practitioner-Oriented Periodical||2012||Nicholas||Husbye||Beth + Buchholz
Linda + Coggin
Christy + Wessel
Karen + Wohlwend
|Critical Lessons and Playful Literacies: Digital Media in PK–2 Classrooms||Language Arts||90||2||82-92||Using filmmaking as a conduit, the authors explore the possibilities of playful early literacy curricula where groups of children create a shared text by pretending, drawing, writing, making props, animating puppets, playing with Star Wars Legos and other popular media toys, and operating new technologies. In this article, they offer classroom examples to illuminate possibilities and to illustrate critical lessons about young children's developing new literacies. Classroom activity was video-recorded as teachers and researchers implemented play-based critical media literacy curricula in three contexts:
two classrooms at a university-run preschool, a K–1 multiage classroom at a public charter school, and a K–8 elective filmmaking class at the same
public charter school.
|18/10/2018 11:38:19||Case Study||Primary School||7 years of age, 8 years of age, Adults||11-50||Single-Country Study||Sweden||1||English||Research article||2015||Peter||Andersson||Sylvana Sofkova-Hashemi||Screen-based literacy practices in Swedish primary schools||Nordic Journal of Digital Literacy||11||2||86-103||10.18261/issn.1891-943x-2016-02-01||This paper contributes to the discussion of digital literacies in early literacy
education. We focus on the nature of screen-based literacy practices in relation
to print-based, paper-pen practices in the early years of schooling when 12 pupils
learn to read and write (aged 7–8). The study is designed as a multiple-
case (Yin, 2012) and follows three Year One classrooms at three public
primary schools (named South, North and West) in western Sweden. The ethnographic techniques include video recordings of participatory classroom observations, field notes, photographs, semi-structured interviews and collections of pupils’ text compositions.
|18/10/2018 13:24:45||Case Study||Primary School||6 years of age, 7 years of age, Older children (9-18 years of age)||51-100||Single-Country Study||UK||1||English||Research article||2004||Sasha||Matthewman||Pat + Triggs||‘Obsessive compulsive font disorder’: the challenge of supporting pupils writing with the computer||Computers & Education||43||1-2||125–135||https://doi.org/10.1016/j.compedu.2003.12.015||Using examples from current classroom research this paper argues that the significance of pupils’ uses of the ‘available designs’ of digital experience is undervalued.They draw on four case studies: one of them is Year 2 (age range 6–7 year old) pupils spent three 1 h lessons working on leaflets about their local seaside resort to be put into their classroom travel agency. In each class we collected video data on six target pupils over the whole sequence of lessons. These pupils were selected to represent the range of attainment in the class and the focus was on capturing the process of their work with the computer. Pupils were interviewed before, during and after the design initiative with the aim of gathering their views on processes and outcomes. Baseline data, examples of work in progress and final work outcomes were collected in each design initiative.||https://www.sciencedirect.com/science/article/pii/S0360131503001532|
|18/10/2018 13:37:03||Qualitative||Community (Other)||2 years of age, 3 years of age, 4 years of age||Observation, Documents / Artifacts generated by participants||11-50||Single-Country Study||UK||1||English||Research book chapter||2005||Guy||Merchant||Barbie meets Bob the Builder at the Workstation||Jackie Marsh||Popular culture, new media and digital literacy in early childhood||183-200||London||Routledge||9780415335737||fieldwork conducted in a children's centre with 18 2-4 years old at a Workstation in Northern England, who engaged with technological equipments at the writing table. They did participant observation, taking field notes, as well as saving on-screen writing.||https://books.google.es/books?id=6dMWD_62AC0C&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false|
|18/10/2018 14:45:41||Mixed-Methods||Primary School||3 years of age, 4 years of age, 5 years of age, 6 years of age, 7 years of age, 8 years of age, Older children (9-18 years of age), Adults||101-500||Single-Country Study||UK||1||English||Research report||2017||Peter||Twining||Naima + Browne
Patricia + Murphy
Ameria + Hempel-Jorgensen
Steve + Harrison
Neelam + Parmar
|NP3 New Purposes New Practices New Pedagogy Meta-analysis Report||London||Society for Educational Studies||Over a two year period over 100 children and more than 60 teachers in 13 schools took part in the study. 43 ‘log children’ used digital cameras to capture evidence of the ways in which they used ICT ‘at home’ (which included any use outside school/school clubs) and were each interviewed individually at least once. More than 20 carers of these ‘log children’, mostly mothers, were
interviewed individually about their child’s home context and use of ICT. 31
teachers were observed teaching at least one lesson, with some being
observed three times. These teachers were each interviewed at least twice. Roughly six children from each of the observed lessons took part
in a group interview following the lesson, and in addition at least one
group of children from the older year group in the school was interviewed
about ICT use in the school more generally.
|18/10/2018 15:09:06||Other||Family / Home, Industry / "Living Labs"||4 years of age, 5 years of age, 6 years of age, 7 years of age, Adults||Observation, Interviews, Visual methods (photographs, video, etc.)||11-50||Single-Country Study||UK||1||Using Augmented Reality to Elicit Pretend Play for Children with Autism||IEEE Transactions on Visualization and Computer Graphics||21||5||598 – 610||10.1109/TVCG.2014.2385092||We have developed an interactive system that explores the potential of Augmented Reality (AR) technology to visually conceptualize the representation
of pretense within an open-ended play environment. Results from an empirical study involving children with ASC aged 4 to 7 demonstrated a significant improvement of pretend play in terms of frequency, duration and relevance using the AR system in comparison to a non computer-assisted situation.Twelve children formally diagnosed with ASC or As perger Syndrome aged 4-7 participated in the study, 10 male and 2 female. We analyzed participants’ play behavior based on the video footage recorded during the experiment . Interview the parent when both conditions have finished.
|18/10/2018 15:22:24||Quantitative||Family / Home||0-1 years of age, 2 years of age, 3 years of age||Surveys||501-1000||Single-Country Study||UK||1||English||Research article||2016||Rachel||Bedford||Irati + Saez de Urabain
Celeste + Cheung
Annette + Karmiloff-Smith
+ Tim Smith
|Toddlers’ fine motor milestone achievement is associated with early touchscreen scrolling||Frontiers in Psychology||7||1-8||10.3389/fpsyg.2016.01108||The current study presents results from the UK Toddler Attentional Behaviours and LEarning with Touchscreens (TABLET) project, examining the association between toddlers’ touchscreen use and the attainment of developmental milestones. Data were gathered in an online survey of 715 UK-based parents of 6- to 36-month-olds.||https://www.frontiersin.org/articles/10.3389/fpsyg.2016.01108/full|
|18/10/2018 15:40:22||Quantitative, Other||Museums||4 years of age, 5 years of age, 6 years of age, 7 years of age, Adults||Surveys, Observation, Interviews, Visual methods (photographs, video, etc.)||101-500||Single-Country Study||USA||1||English||Research article||2008||Debra||Bernstein||Kevin + Crowley||Searching for Signs of Intelligent Life: An Investigation of Young Children's Beliefs about Robot Intelligence||Journal of the Learning Sciences||17||2||225-247||DOI: 10.1080/10508400801986116||In this study, we examined the impact of experience with intelligent technologies on children’s ideas about robot intelligence.A total of 60 children aged 4 through 7 were asked to identify the intellectual, psychological, and biological characteristics of 8 entities that differed in terms of their life status and intellectual capabilities. A prior experience survey was also held about the child’s interest in and knowledge about robots and computers, as well as parents’ interest in and knowledge about robots.||http://upclose.pitt.edu/articles/2009%20Bernstein%20&%20Crowley%20JLS.pdf|
|18/10/2018 16:12:38||Qualitative||Family / Home||0-1 years of age, 2 years of age, 3 years of age, 4 years of age, 5 years of age, 6 years of age, 7 years of age, 8 years of age, Older children (9-18 years of age), Adults||Observation, Interviews, Visual methods (photographs, video, etc.)||101-500||Comparative / Cross-National Study||SC||7||English||Research book chapter||2018||Stephane||Chaudron||Jackie Marsh
Verònica Donoso Navarette
|Rules of Engagement: Family Rules on Young Children’s Access to and Use of Technologies||Susan Danby||Digital Childhoods||131-145||Gateway East, Singapore||Springer Singapore||978-981-10-6483-8||This chapter reports on the findings of the study that relate to the rules that parents do, or do not, impose in relation to children’s access to and use of technologies, reflecting on the effectiveness of parents’ mediation of children’s online practices, and their awareness of the risks/opportunities balance. The project involved seven countries: Belgium, Czech Republic, Finland, Germany, Italy, Russia and the UK. In each country, interviews and observations were undertaken with ten families in their homes, each with a child aged between 6 and 7 and many with younger and older siblings. The project sought to examine young children’s access to and use of digital technologies and to explore how parents mediated this use.||https://doi.org/10.1007/978-981-10-6484-5_9|
|18/10/2018 16:25:14||Qualitative||Family / Home||5 years of age, 6 years of age, 7 years of age, 8 years of age, Older children (9-18 years of age)||Observation, Visual methods (photographs, video, etc.)||51-100||Single-Country Study||Taiwan||1||English||Research article||2016||Kun-Hung||Cheng||Chin-Chung + Tsai||The interaction of child–parent shared reading with an augmented reality (AR) picture book and parents’ conceptions of AR learning||British Journal of Educational Technology||47||2||203–222||10.1111/bjet.12228||This studyaimed to probe the interaction of child–parent shared reading with the augmentedreality (AR) picture book. A total of 33 child–parent pairs (one child and one adult comprise a child–parent pair) were invited to join the learning activity. While the children were aged between 5 and 10 (mean 7.85, standard deviation [SD] 1.58), the age of the parents ranged from 30 to 64 (mean
37.91, SD 5.51). The collected data including videos of child–parent shared AR book reading and interviews with the children were examined through content analysis.
|18/10/2018 16:33:25||Quantitative||Family / Home||Adults||Surveys||+1000||Single-Country Study||USA||1||English||Research report||2011||Common Sense Media||Zero to Eight: Children's Media Use in America||Common Sense Media||This report is based on a survey of 1,384 parents of children ages 0 to 8 years old, including an over-sample of African-American and Hispanic parents. The survey was conducted for Common Sense Media by Knowledge Networks from May 27-June 15, 2011.||https://www.commonsensemedia.org/research/zero-to-eight-childrens-media-use-in-america|
|18/10/2018 16:40:23||Mixed-Methods, Case Study||Primary School||6 years of age, 7 years of age, 8 years of age, Older children (9-18 years of age)||Surveys, Interviews, Visual methods (photographs, video, etc.), Documents / Artifacts generated by participants||11-50||Single-Country Study||USA||1||English||Research article||2014||Mollie||Elkin||Amanda + Sullivan
Marina + Umaschi Bers
|Implementing a Robotics Curriculum in an Early Childhood Montessori Classroom||Journal of Information Technology Education: Innovations in Practice||13||153-169||http://www.jite.org/documents/Vol13/JITEv13IIPvp153-169Elkin882.pdf||This paper explores how robotics can be used as a new educational tool in a Montessori early education classroom. It presents a case study of one early educator’s experience of designing and implementing a robotics curriculum integrated with a social science unit in her mixed-age class-room. This teacher had no prior experience using robotics in the classroom beyond a three-day professional development workshop. The case study was constructed by collecting data from surveys, interviews, and a personal blog written by the teacher documenting her experience. During this study, Diana’s classroom had 19 students; 6 students were in first grade, 8 students were in second grade, and 5 students were in third grade.||http://www.jite.org/documents/Vol13/JITEv13IIPvp153-169Elkin882.pdf|
|19/10/2018 09:41:17||Other||Primary School||6 years of age, 7 years of age, 8 years of age||Observation, Interviews, Visual methods (photographs, video, etc.)||11-50||Single-Country Study||USA||1||English||Research article||2012||Noel||Enyedy||Joshua + Danish
Girlie + Delacruz
Melissa + Kumar
|Learning physics through play in an augmented reality environment||Computer-Supported Collaborative Learning||7||3||347–378||https://doi.org/10.1007/s11412-012-9150-3||The Learning Physics through Play Project (LPP) curriculum was successfully implemented in two multi-age classrooms with students aged 6–8 years (7.1 years) at the UCLA Lab School (n=43). It lasted15 weeks (2/18/09 through 6/8/09) and consisted of 26 one to two hour sessions. Students were individually interviewed before and after the unit using an assessment protocol that was developed specifically for this project.||https://link.springer.com/article/10.1007/s11412-012-9150-3#citeas|
|19/10/2018 09:49:32||Qualitative||Pre-School / Nursery / Kindergarten||3 years of age, 4 years of age||Observation, Visual methods (photographs, video, etc.)||51-100||Single-Country Study||Australia||1||English||Research article||2014||Marilyn||Fleer||The demands and motives afforded through digital play in early childhood activity settings||Learning, Culture and Social Interaction||3||3||202-209||http://dx.doi.org/10.1016/j.lcsi.2014.02.012||this paper reveals how an iPad and movie making program create new demands
on children that afford a new relation between play and learning. Through analyses of video observations of children in one child care center in Australia it was found that how children respond to the new demands depends upon their motive orientation as they engage with tablet technology. The concept of flickering is introduced to capture how the microgenetic movement between collective and individual imagining in an activity occurs, between being in
and out of an imaginary situation, and between concrete objects and virtual representations. Approximately 25 children (n = 53; range of 3.3 to 4.4; mean of 3.8 years) attend each session and most children come on two days per week. All the children's play associated with the resources was video recorded, resulting in 232 h of observational data.
|19/10/2018 09:57:21||Quantitative||Family / Home||Older children (9-18 years of age), Adults||Surveys||+1000||Single-Country Study||Sweden||1||English||Research report||2013||Olle||Findahl||Swedes and the Internet 2013||Stockholm||The Internet Infrastructure Foundation||Since 2000, the World Internet Institute has collected data on how the Swedish population uses information and communications technologies and how this affects individuals, families and society. This has mainly been done by the study ”Swedes and the Internet”, a panel study which originally covered 2000 telephone interviews and today covers 3000 interviews, based on a random sample of the population 16 years and older (2007 and earlier from 18 years). For parents with dependent children between 3 and 13 years, today 2–11 years, the questions frequently regard the children’s use of the internet.||https://www.iis.se/docs/Swedes_and_the_internet-2013.pdf|
|19/10/2018 10:03:24||Quantitative||Family / Home||Older children (9-18 years of age), Adults||Surveys||+1000||Single-Country Study||Sweden||1||English||Research report||2011||Olle||Findahl||Swedes and Internet 2011||Stockhold||The Internet Infrastructure Foundation||Since 2000, the World Internet Institute has collected data on how the Swedish population uses information and communication technology and how this impacts individuals, families and society. This was primarily conducted through the study Swedes and the Internet, a survey comprising 2,000 telephone interviews based on a random selection of the population from 16 years old
and upward (before 2007 from 18 years). To parents with children living at home between the ages of three and 13, questions were asked about children’s use
of the Internet.
|19/10/2018 10:31:47||Quantitative, Other||Primary School||8 years of age, Older children (9-18 years of age)||Surveys, Visual methods (photographs, video, etc.)||11-50||Single-Country Study||Spain||1||English||Research article||2015||D.||Frió||M.Carmen+ Juan
I. + Seguìt
R. + Vivó
|Mobile learning vs. traditional classroom lessons: a comparative study||Journal of Computer Assisted Learning||31||3||189–201||doi: 10.1111/jcal.12071||In this paper, we present a study in order to compare the learning effectiveness and satisfaction of children using an iPhone game for learning the water cycle vs. the traditional classroom lesson. Thirty-eight children (between 8–10 years old) participated in the study. A total of five questionnaires were used.||https://onlinelibrary.wiley.com/doi/full/10.1111/jcal.12071|
|19/10/2018 10:49:41||Quantitative||Family / Home||Adults||Surveys||51-100||Single-Country Study||Turkey||1||English||Research article||2014||Zulfu||Genc||Parents’ perceptions about the mobile technology use of preschool aged children||Procedia – Social and Behavioral Sciences||146||55-60||https://doi.org/10.1016/j.sbspro.2014.08.086||The general purpose of this study was to consider how parents of preschool-aged children apply mobile technologies and to explore those parents’ perceptions of this technology.The sample of this study included 85 parents of preschool-aged children (3-6 years) from three preschools in Elazig, Turkey. The method applied to collect the data was a non-experimental survey with open-ended questions.||https://www.sciencedirect.com/science/article/pii/S1877042814047405|
|19/10/2018 11:08:10||Quantitative||Pre-School / Nursery / Kindergarten||5 years of age, 6 years of age||Surveys, Observation||51-100||Single-Country Study||South Korea||1||English||Research article||2015||Jeonghye||Han||Miheon + Jo
Eunja + Hyun
Hyo-jeong + So
|Examining young children’s perception toward augmented reality-infused dramatic play||Education Tech Research Development||63||3||455-474||10.1007/s11423-015-9374-9||This study explores the design and enactment of an AR-infused robot system to
enhance children’s satisfaction and sensory engagement with dramatic play activities.The present study (n = 81) was conducted as part of an after-school program at a kindergarten located in a middle-sized city in Korea.The participants were 42 5-year old children and 39 6-year old children. We developed a questionnaire to measure the children’s perception of the AR-infused dramatic play.
|19/10/2018 11:24:02||Mixed-Methods||Primary School||6 years of age, 7 years of age, 8 years of age, Older children (9-18 years of age), Adults||Observation, Interviews, Visual methods (photographs, video, etc.)||101-500||Single-Country Study||Germany||1||English||Other||2010||Steve||Hinske||Matthias + Lampe
Sara + Price
Marc + Langheinrich
|Let the Play Set Come Alive: Supporting Playful Learning through the Digital Augmentation of a Traditional Toy Environment||Pervasive Computing and Communications Workshops (PERCOM Workshops), 2010 8th IEEE International Conference||280-285||In this paper we present the results of a user study with over 100
children to evaluate the Augmented Knight's Castle (AKC) in terms of playful learning, compared with an identical, non-augmented version. Participants were 103 children, 55 boys and 48 girls, aged 6 to 10 years from the first to the fourth grade, among which 8 years old or younger were 46. The children played with the KC or AKC for approximately 35 minutes, followed by group
interviews with the researcher. Seven teachers were also interviewed through a structured interview.
|19/10/2018 11:57:22||Quantitative||Family / Home||0-1 years of age, 2 years of age, 3 years of age||Surveys, Visual methods (photographs, video, etc.)||101-500||Comparative / Cross-National Study||SC||Not specified||English||Research article||2015||Juan Pablo||Hourcade||Sarah + Mascher
David + Wu
Luiza + Pantoja
|Look, My Baby Is Using an iPad! An Analysis of YouTube Videos of Infants and Toddlers Using Tablets||Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems (CHI '15)||1915-1924||10.1145/2702123.2702266||In this paper, we provide a window into how these children aged under three are using tablets through an analysis of relevant YouTube videos. The dataset consisted of 208 videos. We analyzed the data using SPSS 21. Our goal was to
understand the changes that typically occur with age in the
way children use these devices.
|19/10/2018 12:17:21||Quantitative||Pre-School / Nursery / Kindergarten, Primary School||5 years of age, 6 years of age, 7 years of age, 8 years of age, Older children (9-18 years of age)||Surveys||+1000||Single-Country Study||USA||1||English||Research article||2006||Sharon||Judge||KATHLEEN +PUCKETT
SHERRY + MEE
|Closing the Digital Divide: Update From the Early Childhood Longitudinal Study||The Journal of Educational Research||100||1||52-60||10.3200/JOER.100.1.52-60||The authors examined the progress made toward equitable technology access and use over children’s first 4 years of school. The sample consisted of 8,283 public school children who attended kindergarten, 1st, and 3rd grades. The ECLS-K is the first large-scale nationally representative sample of children studied as they age through elementary school years. The presence of a computer area in classrooms, frequent use of the Internet, proficiency in computer use, and low-poverty school status were correlated positively with academic achievement. In contrast, frequent use of software for reading
was correlated negatively with reading achievement.
|19/10/2018 12:25:15||Quantitative||Family / Home||0-1 years of age, 2 years of age, 3 years of age, 4 years of age||Surveys||101-500||Single-Country Study||USA||1||English||Research article||2015||Hilda||Kabali||Matilde + Irigoyen
Rosemary + Nunez-Davis
Jennifer G. + Budacki
Sweta H. + Mohanty
Kristin P. + Leister
Robert L. + Bonner
|Exposure and Use of Mobile Media Devices by Young Children||Pediatrics||136||6||1044-1050||10.1542/peds.2015-2151||The objective of this study was to examine young children’s exposure to and use of mobile media devices. Cross-sectional study of 350 children aged 6 months to 4 years seen October to November 2014 at a pediatric clinic in an urban, low-income, minority community. The survey was adapted from Common Sense Media’s 2013 nationwide survey. Young children in an urban, low-income, minority community had almost universal exposure to mobile devices, and most had their own device by age 4.||http://pediatrics.aappublications.org/content/136/6/1044|
|19/10/2018 12:42:58||Other||Pre-School / Nursery / Kindergarten, Primary School||5 years of age, 6 years of age, 7 years of age, 8 years of age||51-100||Single-Country Study||Not specified||1||English||Research book chapter||2016||Elizabeth||Kazakoff||Technology-based literacies for young children: Digital literacy through learning to code||Kelly L. Heider; Mary Renck Jalongo||Children and Families in the Information Age: Applications of Technology in Early Childhood.||43-60||New York||Springer||978-94-017-9183-0||The chapter focuses on children' learning to code using ScratchJr, in two kindergarten classrooms and one 2nd grade classroom (each 18-20 pupils).||https://books.google.es/books?id=78-5BQAAQBAJ&pg=PA43&lpg=PA43&dq=Technology-based+literacies+for+young+children+kazacoff&source=bl&ots=LoAyOjbcqT&sig=gVLQlBlThS_2QPKqsmrKqr2g3tM&hl=en&sa=X&ved=2ahUKEwjT64OipZLeAhUHxxoKHbZBBqEQ6AEwA3oECAYQAQ#v=onepage&q=Technology-based%20literacies%20for%20young%20children%20kazacoff&f=false|
|19/10/2018 12:50:04||Mixed-Methods||Industry / "Living Labs"||4 years of age, 5 years of age, 6 years of age||Surveys, Visual methods (photographs, video, etc.), Documents / Artifacts generated by participants||11-50||Single-Country Study||USA||1||English||Research article||2014||Elizabeth||Kazakoff||Marina + BERS||PUT YOUR ROBOT IN, PUT YOUR ROBOT OUT: SEQUENCING THROUGH PROGRAMMING ROBOTS IN EARUY CHILDHOOD||Journal of Educational Computing Research||50||4||553-573||http://dx.doi.Org/10.2190/EC.50.4.f||Thirty-four children (ages 4.5-6.5 years) participated in computer programming activities with a developmentally appropriate tool, CHERP. specifically designed to program a robot’s behaviors. This study utilized an adaptation of the TangibleK program. The children learned to build and program robots over three sessions, of 1.5 hours duration each, in a laboratory setting. The participants’ sequencing skills were assessed before and after the intervention using a picture-story sequencing task. Pre- and post-test scores were compared using a paired sample t-test. A significant increase in post-test scores compared to pre-test scores was found.||http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=1&sid=e0821a62-0a38-49e6-9b49-938c34202ee4%40sdc-v-sessmgr01|
|19/10/2018 12:59:54||Quantitative||Pre-School / Nursery / Kindergarten||5 years of age, 6 years of age||Surveys, Observation, Visual methods (photographs, video, etc.)||51-100||Single-Country Study||USA||1||English||Research article||2012||Elizabeth||Kazakoff||Marina Bers||Programming in a Robotics Context in the Kindergarten Classroom: The Impact on Sequencing Skills||Journal of Educational Multimedia and Hypermedia||21||4||371-391||This paper examines the impact of programming of robots on sequencing ability in early childhood and the relationship between sequencing skills, class size, and teachers’ comfort level and experience with technology. Fifty-eight children participated in the study; 54 children were included in data analysis. Children in the experimental group were exposed to the TangibleK program for a period of 20 hours, taught by their classroom teacher. Children participated in computer programming activities using a developmentally appropriate tangible programming language, specifically designed to program a robot’s behavior. All 54 participants’ sequencing skills were assessed before and after the intervention using a picture story sequencing task and analyzed using a repeated measures, 2x2x2 design ANOVA.||https://ase.tufts.edu/DevTech/publications/JEMH.pdf|
|19/10/2018 13:35:16||Quantitative||Family / Home||Adults||Surveys||501-1000||Single-Country Study||Finland||1||English||Research article||2012||Riitta-Liisa||Korkeamäki||Mariam Jean + Dreher
Asko + Pekkarinen
|Finnish preschool and first grade children's use of media at home||Human Technology: An Interdisciplinary Journal on Humans in ICT Environments||8||2||109-132||10.17011/ht/urn.201211203031||We investigated Finnish children’s use of print and electronic media in the
home and their literacy development. Questionnaire data from 857 parents of
preschoolers (collected in 2006 and 2007) and first graders (2008) showed that homes were well equipped with electronic media including Internet access in almost every home, although only a third of the children used the Internet.
|19/10/2018 13:47:20||Qualitative||Pre-School / Nursery / Kindergarten||5 years of age, 6 years of age||Observation, Interviews, Visual methods (photographs, video, etc.)||0-10||Single-Country Study||Israel||1||English||Research article||2012||Asi||Kuperman||David + Mioduser||Kindergarten Children’s Perceptions of “Anthropomorphic Artifacts” with Adaptive Behavior||Interdisciplinary Journal of E-Learning and Learning Objects||8||137-147||https://doi.org/10.28945/1732||This study aims to unveil children’s stance towards behaving artifacts: whether they perceive these as psychological or engineering entities. Hence, their explanations were analyzed looking for their use of anthro-pomorphic or technological language.Participants were 10 children, 5 boys and 5 girls, arbitrarily chosen from a group of 25 attending a kindergarten of average socio-economic status in the central region in Israel. Children’s age ranged from 5.4 years to 6.3 years – average 5.9 years.||https://www.informingscience.org/Publications/1732|
|19/10/2018 14:06:17||Other||Pre-School / Nursery / Kindergarten||5 years of age, 6 years of age||Observation, Interviews, Visual methods (photographs, video, etc.)||0-10||Single-Country Study||Israel||1||English||Research article||2010||S.T.||Levy||Mioduser||Approaching Complexity Through Planful Play: Kindergarten Children’s Strategies in Constructing an Autonomous Robot’s Behavior||International Journal of Computers for Mathematical Learning||15||1||21-43||10.1007/s10758-010-9159-5||This study investigates how young children master, construct and understand
intelligent rule-based robot behaviors, focusing on their strategies in gradually meeting the tasks’ complexity. Six children participated in the study, three boys and three girls, selected randomly out of 60 children in an urban public school in the central area of Israel (socioeconomic status defined as mid-high). Their ages spanned from 5 years 6 months to 6 years 3 monthsThe study lasted five 30–45 min sessions, spaced about one week apart. The children worked and were interviewed individually in a small room off the teachers’ lounge. All sessions were videotaped.
|19/10/2018 14:32:26||Quantitative||Family / Home||Adults||Surveys||+1000||Comparative / Cross-National Study||SC||8||English||Research article||2017||Sonia||Livingstone||Kjartan + Ólafsson
Ellen + Helsper
Francisco + Lupiáñez-Villanueva
Giuseppe A. + Veltri
Frans + Folkvord
|Maximizing Opportunities and Minimizing Risks for Children Online: The Role of Digital Skills in Emerging Strategies of Parental Mediation||Journal of Communication||67||82–105||10.1111/jcom.12277||As Internet use becomes widespread at home, parents are trying to maximize their children’s online opportunities while also minimizing online risks. We surveyed parents of 6 to 14-year-olds in 8 European countries (N=6,400). A factor analysis revealed 2 parental mediation strategies: enabling mediation and restrictive mediation.||https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcom.12277|
|19/10/2018 14:41:23||Quantitative, Other||Primary School||7 years of age, 8 years of age||Surveys, Visual methods (photographs, video, etc.), Documents / Artifacts generated by participants||11-50||Single-Country Study||Taiwan||1||English||Research article||2015||Su-Ju||Lu||Ying-Chieh + Liu||Integrating augmented reality technology to enhance children’s learning in marine education||Environmental Education Research||21||4||525–541||https://doi.org/10.1080/13504622.2014.911247||The proposed activity integrates physical and virtual learning materials, encouraging students to engage in an interactive learning environment that makes learning fun and interesting. The program introduces Taiwan’s marine ecology and water resources. To assess learners’ engagement, a quasi-experimental research design was usedA total of 51 students participated, of 7–8 years old, taken from two elementary schools in Taipei during 2010 in the context of marine education experimental activities.||https://www.tandfonline.com/doi/full/10.1080/13504622.2014.911247|
|19/10/2018 15:24:14||Qualitative||Primary School, Family / Home||4 years of age, 5 years of age, 6 years of age, 7 years of age, 8 years of age, Older children (9-18 years of age)||11-50||Single-Country Study||UK||1||English||Research article||2015||Andrew||Manches||Pauline + Duncan
Lydia + Plowman
Shari + Sabeti
|Three questions about the Internet of things and children||TechTrends||59||1||76–83||https://doi.org/10.1007/s11528-014-0824-8||The three main elements of the study were: a social media scoping review,
fieldwork in children’s homes, and a school-based design workshop. Fieldwork was carried out in children’s homes and took place between March and
August 2014, involving visits to the homes of 10 children (4-8 years old) across five households. Data were collected from parents and children
through interviews, observations and drawing activities. Additional data were collected via photographs, video and audio recordings and interviews with parents. Two two-hour workshops were carried out with 10- and 11-year-old children in school.
|19/10/2018 15:36:31||Mixed-Methods||Family / Home||0-1 years of age, 2 years of age, 3 years of age, 4 years of age, Adults||+1000||Single-Country Study||UK||1||English||Research article||2017||Jackie||Marsh||The Internet of Toys: A Posthuman and Multimodal Analysis of Connected Play||Teachers College Record||119||12||1-32||The purpose of the article is to explore the nature of the connections that are made in play that transverses physical and virtual domains. The article draws on posthuman theory to explain some of the complexity of the play that occurs in these contexts. The research took place in the UK, and the overall study consisted of four distinct stages: (a) A survey of 2,000 parents of children aged 0–5 years, focusing on children’s access to and use of tablet apps; (b) case studies of preschool children’s use of apps in six families; (c) observations of children aged 3–5 years in a school using apps; and (d) content and multimodal analysis of apps. The focus of this article is on (b), although some of the survey data from the first stage of the study are also shared to provide context.||http://www.tcrecord.org/Content.asp?ContentId=22073|
|19/10/2018 15:41:11||Mixed-Methods||Family / Home||0-1 years of age, 2 years of age, 3 years of age, 4 years of age, Adults||Surveys, Interviews, Visual methods (photographs, video, etc.), Documents / Artifacts generated by participants||+1000||Single-Country Study||UK||1||English||Research article||2016||Jackie||Marsh||The digital literacy skills and competences of children of pre-school age||Media Education: Studi, Ricerche, Buone Practice||7||2||197-214||10.14605/MED721603||In this paper, the nature of the skills and knowledge developed by young
children when using tablets is explored. The paper reports on a study of young
children’s use of tablets and apps in the UK. A survey was completed by 2000
parents of children aged 0-5 on children’s tablet use, and case studies were undertaken of six children in which their use of tablets in the home was explored.
|19/10/2018 18:23:16||Qualitative||Primary School, Family / Home||3 years of age, 4 years of age, Adults||0-10||Single-Country Study||UK||1||English||Research article||2015||Jackie||Marsh||Unboxing' Videos: Co-construction of the child as cyberflâneur.||Discourse: Studies in the Cultural Politics of Education||37||3||369-380||http://dx.doi.org/10.1080/01596306.2015.1041457||This paper draws on data from a study of a four-year-old child, Gareth, in his first
year of formal schooling in England. The aim of the study was to identify the
nature of GarethÕs literacy practices across home and school spaces. Over a period of four months, I undertook observations during five days of school, observing from the start of the school day until its end. At the end of four
of these days, I visited Gareth in his home for visits lasting one to two hours and
on the fifth day, I observed Gareth, his mum and sister taking part in a world
book day event after school, in which they read books together in the school hall.
Field notes were written during the observations and I also took photographs of
key events and practices. During the home visits, I filmed Gareth and his sister as they used a tablet computer and took photographs of his toys- and media-related artefacts.
|19/10/2018 18:41:32||Mixed-Methods||Primary School||5 years of age, 6 years of age, 7 years of age, 8 years of age, Older children (9-18 years of age)||Surveys, Interviews||101-500||Single-Country Study||UK||1||English||Research article||2014||Jackie||Marsh||Online and offline play.||A. Burn and C. Richards||Children’s Games in the New Media Age||109-131||Cambridge||Ashgate||The relationship between children's offline and online play is explored. 145 children from Year One to Year Six classes across the school participated in a survey to show a sociogragh of online and offline friendships. Following the completion and analysis of the sociographs, she interviewed 12 children including some who were seven and eight years old.||https://core.ac.uk/download/pdf/29031471.pdf|
|19/10/2018 18:47:49||Case Study||Primary School||5 years of age, 6 years of age, 7 years of age, 8 years of age, Older children (9-18 years of age)||101-500||Single-Country Study||UK||1||English||Research article||2011||Jackie||Marsh||Young Children’s Literacy Practices in a Virtual World: Establishing an Online Interaction Order||Reading Research Quarterly||46||2||101-118||dx.doi.org/10.1598/RRQ.46.2.1||The research design was that of a case study. The study was undertaken in a primary school in a large city in northern England. I used a funnelling approach (Spradley, 1980), in that a broad overview of 175 children’s use of the Internet was undertaken by means of a survey, a smaller group of 26 children were interviewed about their use of virtual worlds, and 3 children were filmed using a virtual world over the period of 1 month.||https://ila.onlinelibrary.wiley.com/doi/epdf/10.1598/RRQ.46.2.1|
|19/10/2018 18:59:14||Mixed-Methods||Primary School||5 years of age, 6 years of age, 7 years of age, 8 years of age, Older children (9-18 years of age)||Surveys, Interviews||101-500||Single-Country Study||UK||1||English||Research article||2010||Jackie||Marsh||Young children's play in online virtual worlds||Journal of Early Childhood Research||8||1||23-39||10.1177/1476718X09345406||The article provides an overview of two virtual worlds currently targeted at
young children and draws on a survey of primary children’s use of virtual
worlds in order to identify the nature of play in these environments. One
hundred and seventy-five children aged 5–11 completed an online survey
(Thirty-eight children aged between five and seven completed the survey) and 15 took part in group interviews in which their use of virtual worlds was
explored. This article focuses on the data relating to 17 children aged from
five to seven years who used virtual worlds.The study was undertaken in a primary school in a large city in England. Following the completion of the survey, 10 children aged six and seven and fi ve children aged 10 and 11 took part in a series of group and individual semistructured interviews. The interviews took place in the school dining room and were digitally recorded, then transcribed. The interviews explored in depth children’s activities when using virtual worlds outside of school.
|19/10/2018 19:14:08||Mixed-Methods||Primary School, Family / Home||0-1 years of age, 2 years of age, 3 years of age, 4 years of age, 5 years of age, Adults||Surveys, Observation, Interviews, Visual methods (photographs, video, etc.)||+1000||Single-Country Study||UK||1||English||Research book chapter||2016||Jackie||Marsh||Dylan Yamada-Rice||Bringing Pudsey to life: Young children’s use of augmented reality apps||N. Kuckircova and G. Falloon||Apps, Technology and Young Learners||London||Routledge||The chapter examines young children's use of augmented reality (AR) apps on tablets. Stage 1: 2000 parents of children aged 0 to 5 who had access to tablet completed an online survey in which their children's use of tablets and apps was explored. Stage 2: case studies of six families with children aged from birth to 5. Stage 3 (the focus of the chapter): 12 children aged 3 to 5 were filmed using top ten apps identified as favorites in Stage 1. they were also videoed using six AR apps. Over 20 hours of video recording was analysed.||https://books.google.es/books?redir_esc=y&id=ejd6DQAAQBAJ&q=Bringing+Pudsey+to+life#v=snippet&q=Bringing%20Pudsey%20to%20life&f=false|
|25/10/2018 13:01:49||Qualitative||Family / Home||0-1 years of age, 2 years of age, 3 years of age, 4 years of age, 5 years of age, 6 years of age, 7 years of age, 8 years of age, Older children (9-18 years of age), Adults||Interviews, Visual methods (photographs, video, etc.), Documents / Artifacts generated by participants||101-500||Comparative / Cross-National Study||SC||7||English||Research article||2016||Giovanna||Mascheroni||Sonia + Livingstone
Michael + Dreier
Stephane + Chaudron
|Learning Versus Play Or Learning Through Play? How Parents’ Imaginaries, Discourses And Practices Around ICTs Shape Children’s (Digital) Literacy Practices||MEDIA EDUCATION – Studi, ricerche, buone pratiche||7||2||261–280||10.14605/MED721606||This article builds on prior research by the authors with 70 families in
seven European countries. We compare lower income/less educated families and higher income/more educated families as they promote or hinder children’s (digital) literacy practices. The original research on which the present analysis is based investigated how children and parents engage with digital media, and the role these media play in family life, in 70 families (10 each in Belgium, the Czech Republic, Germany, Finland, Italy, the UK and Russia). The 70 families interviewed included 119 children aged 0-8, and indirectly covered older siblings (n = 38) aged between 9 and 20.
|25/10/2018 13:32:14||Qualitative||Family / Home||6 years of age, 7 years of age, Adults||Interviews, Visual methods (photographs, video, etc.), Documents / Artifacts generated by participants||101-500||Comparative / Cross-National Study||SC||4||English||Research article||2016||Patricia||Dias||Rita + Brito
Wannes + Ribbens
Linda + Daniela
Zanda + Rubene
Michael + Dreier
Johannes + Gutenberg
Monica + Gemo
Rosanna + Di Gioia
Stéphane + Chaudron
|The role of parents in the engagement of young children with digital technologies: Exploring tensions between rights of access and protection, from ‘Gatekeepers’ to ‘Scaffolders’||Global Studies of Childhood||6||4||414-427||10.1177/2043610616676024||This study investigates the role played by parents as mediators of young children’s access and engagement with digital technologies. In Portugal, Belgium, Germany and Latvia qualitative in-depth interviews were conducted with 10 families each, including one child between 6 and 7 years old. It results in a total sample of 68 parents and 39 children from the target group aged 6 – 7 and 5 interviewed children under the age of 6. In addition, further context was provided by indirectly or by directly observing 32 children outside the target group in the interviewed families. Parents of young children mainly play the role of ‘gatekeepers’ when it comes to facilitating and constraining access and use of digital technologies. Parents’ perceptions of the efficacy of digital technologies as responsible entertainment and as educational tools influence the technologies available at home and accessible to the child.||http://journals.sagepub.com/doi/abs/10.1177/2043610616676024?journalCode=gsca|
|25/10/2018 14:09:44||Qualitative||Pre-School / Nursery / Kindergarten||5 years of age, 6 years of age||Observation, Visual methods (photographs, video, etc.)||0-10||Single-Country Study||Israel||1||English||Research article||2009||David||Mioduser||Sharona T. + Levy
Vadim + Talis
|Episodes to scripts to rules: concrete-abstractions in kindergarten children’s explanations of a robot’s behavior||International Journal of Technology and Design Education||º9||1||15–36||10.1007/s10798-007-9040-6||This study explores young children’s abstraction of the rules underlying a
robot’s emergent behavior. The study was conducted individually with six kindergarten children, along five sessions that included description and construction tasks. The sample included six children, three boys and three girls, selected randomly out of 60 children in an urban middle-class public school in the central area of Israel. Their ages spanned from 5 years 6 months to 6 years 3 months. The children worked and were interviewed. All sessions were videotaped. The videotapes were transcribed.
|25/10/2018 14:23:41||Qualitative||Pre-School / Nursery / Kindergarten||2 years of age, 3 years of age, Adults||Observation, Visual methods (photographs, video, etc.)||11-50||Single-Country Study||UK||1||English||Research article||2014||Lucrezia||Crescenzi||Carey + Jewitt
Sara + Price
|The role of touch in preschool children’s learning using iPad versus paper interaction||Australian Journal of Language and Literacy||37||2||86-95||This paper examines how finger painting processes, a common activity in
early years learning environments, might change in digital (iPad) versus physical (paper) learning environments. It draws on the observations of nursery school participants, from one and half to three years old, finger painting on paper and on the iPad, using similar digital painting/drawing activities. Participants were seven children aged between 27 and 37 months from a London nursery school. The staff at the centre selected the children from those whose parents had given informed consent, and included 2 boys and 5 girls. A questionnaire was given to parents to provide relevant background information about their children,
including age, experience with technology and specifically with iPads. Data was collected using video capture from a number of different perspectives.
|25/10/2018 14:37:17||Quantitative||Primary School, Industry / "Living Labs"||5 years of age, 6 years of age, 7 years of age, 8 years of age||Surveys||101-500||Single-Country Study||Australia||1||English||Research article||2007||Victoria||Mallinckrodt||Dick + Mizerski||The effects of playing an advergame on young children’s perceptions, preferences, and requests||Journal of Advertising||36||2||87-100||10.2753/JOA0091-3367360206||A sample (n = 295) of five- to eight-year-old children participated in an experiment, which included a control group, where the treatment group played a Froot Loops cereal advergame that made a superiority claim for the cereal
compared to fresh fruit. A total of 10 primary schools agreed to participate in the
experiment, consisting of three upscale single-sex private schools in the Perth metropolitan area of Australia. Initial qualitative research involved designing an ageappropriate questionnaire for five- to eight-year-old children to assess their range of cognitive, language, and social development.
|25/10/2018 14:49:00||Quantitative, Other||Pre-School / Nursery / Kindergarten||0-1 years of age, 2 years of age||Physiological measurements, Visual methods (photographs, video, etc.)||11-50||Single-Country Study||USA||1||English||Research article||2013||Mohsen||Malmir||Deborah + Forster
Kendall + Youngstrom
Lydia + Morrison
Javier + Movellan
|Home Alone: Social Robots for Digital Ethnography of Toddler Behavior||The IEEE International Conference on Computer Vision (ICCV) Workshops||762-768||16 toddlers aged between 11 and 23 months participated in the study where a social robot RUBI-5 was left alone in their nursery classroom for 28 days. RUBI-5 collected data about the children's facial expressions, activities and spatio-temporal proximity.||https://www.cv-foundation.org/openaccess/content_iccv_workshops_2013/W22/papers/Malmir_Home_Alone_Social_2013_ICCV_paper.pdf|
|25/10/2018 15:28:13||Quantitative||Family / Home||5 years of age, 6 years of age, 7 years of age, 8 years of age, Older children (9-18 years of age), Adults||Surveys||+1000||Single-Country Study||UK||1||English||Research report||2017||Ofcom||Children and Parents: Media Use and Attitudes Report.||London||Ofcom||This report provides an update to the reports on children’s media literacy published in 2006, 2008, 2010, 2011, 2012, 2013, 2014, 2015 and 20167. It draws on the following surveys: 1) Media Literacy Tracker with children and parents:
A quantitative tracking survey conducted in 2009, 2010, 2011, 2012, 2013, 2014, 2015, 2016 and 2017. 2) Young People’s Media Usage survey:
A quantitative tracking survey, conducted in 2007 and 2008, which was devised to provide Ofcom with continued understanding of children’s behaviour in the UK communications markets. 3) Media Literacy Audit: A quantitative survey that involved 1,536 in-home interviews with parents and children aged 8-15. 4) Online research with 12-15s In 2017, the in-home research was complemented by an online study with 500 children aged 12-15. 5) Interviews conducted with parents of 3-4 year-old children As detailed above, from 2013 onwards the Media Literacy Tracker was also conducted with parents of children aged 3-4.
|31/10/2018 10:04:26||Mixed-Methods||Family / Home||3 years of age, 4 years of age, Adults||Surveys, Interviews, Visual methods (photographs, video, etc.)||101-500||Single-Country Study||UK||1||English||Research article||2008||Lydia||Plowman||Joanna + McPake
Christine + Stephen
|Just picking it up? Young children learning with technology at home||Cambridge Journal of Education||38||3||303–319||10.1080/03057640802287564||We describe a two year empirical investigation of three‐ and four‐year‐old children's uses of technology at home, based on a survey of 346 families and 24 case studies. We collected three main types of evidence: results from a survey,
a set of case studies and consultation with pre-school and primary education
professionals and policy-makers. The research focus was on three- and four-year-old children identified through the pre-schools they attended. In addition to some attitudinal questions which provided an initial exploration
of parents’ views of young children’s involvement with technology, the survey
produced basic demographic data which enabled us to categorise families with a household income of over £20,000 per annum as of advantaged socio-economic status and those with an income of less than £20,000 per annum as of disadvantaged socio-economic status.
|31/10/2018 10:18:41||Qualitative||Family / Home||7 years of age, Older children (9-18 years of age), Adults||Observation, Visual methods (photographs, video, etc.)||0-10||Single-Country Study||Thailand||1||English||Other||2015||Putjorn||Pruet|| Chee + Siang Ang
Deravi + Farzin
|Learning IoT without the “I”- Educational Internet of Things in a Developing Context||DIYNetworking '15 Proceedings of the 2015 Workshop on Do-it-yourself Networking: an Interdisciplinary Approach||11-13||http://dx.doi.org/10.1145/2753488.2753489||the Thai Government launched the ‘‘One Tablet PC Per Child’’ (OTPC) policy
and distributed 800,000 tablet computers to first grade students across the country in 2012. we present a prototype, called OBSY (Observation Learning System) which targets primary science education. OBSY consists of i) a sensor device, developed with lowcost open source singled-board computer Raspberry Pi, housed in a 3D printed case, ii) a mobile device friendly graphical interface displaying visualisations of the sensor data, iii) a self-contained DIY Wi-Fi network which allows the system to operate in an environment with inadequate
|31/10/2018 11:11:36||Qualitative||Pre-School / Nursery / Kindergarten||5 years of age, Adults||Surveys, Observation, Interviews||11-50||Single-Country Study||USA||1||English||Research article||2013||Amanda||Sullivan||Elizabeth R. + Kazakoff,
Marina Umashi + Bers
|The Wheels on the Bot go Round and Round: Robotics Curriculum in Pre-Kindergarten||Journal of Information Technology Education: Innovations in Practice||12||203-219||This paper qualitatively examines the implementation of an intensive weeklong robotics curriculum in three Pre-Kindergarten classrooms (N=37, all 5 years old) at an early childhood STEM (science, technology, engineering, and math) focused magnet school in the Harlem area of New York City. In addition to studying the child participants, the three Pre-Kindergarten teachers from each of the participating classrooms also completed surveys reflecting on the experience. In addition to the unstructured classroom observation, 8 students were interviewed.||http://www.jite.org/documents/Vol12/JITEv12IIPp203-219Sullivan1257.pdf|
|31/10/2018 12:33:50||Qualitative||Family / Home||6 years of age, 7 years of age, 8 years of age, Older children (9-18 years of age)||Observation||11-50||Single-Country Study||Mexico||1||English||Other||2012||M.||Vazquez-Briseno||C. + Navarro-Cota
J.I. + Nieto-Hipolito
E. + Jimenez-Garcia
J.D. + Sanchez-Lopez
|A Proposal for Using the Internet of Things Concept to Increase Children’s Health Awareness||22nd International Conference on Electrical Communications and Computers||168-172||In this paper we propose a mobile health (mhealth) platform intended to
increase children’s health awareness by tracking their food intake and sending proper notifications and messages based on their food choices. We did the pilot test with 15 children ages from 6 to 13 years.
|31/10/2018 12:56:29||Qualitative, Participatory / Action Research||Industry / "Living Labs"||3 years of age, Adults||Surveys, Observation, Physiological measurements||11-50||Single-Country Study||USA||1||English||Research article||2015||Zachary||Warren||Zhi + Zheng
Shuvajit + Das
Eric M. + Young
Amy + Swanson
Amy + Weitlauf
Nilanjan + Sarkar
|Brief Report: Development of a Robotic Intervention Platform for Young Children with ASD||Journal of Autism and Developmental Disorders||45||12||3870–3876||10.1007/s10803-014-2334-0||robotic technologies for children with autism spectrum disorder (ASD). This pilot study investigated the development and application of a novel robotic system
capable of dynamic, adaptive, and autonomous interaction during imitation tasks with embedded real-time performance evaluation and feedback. a sample of preschool children with ASD (n = 8, age m = 3.83,) and a control sample of typically developing children (n = 8, m = 3.61,). All parents in both groups
also completed both the Social Communication Questionnaire.
|31/10/2018 13:10:38||Other||Primary School||7 years of age, 8 years of age||Surveys, Observation, Interviews||11-50||Single-Country Study||Taiwan||1||English||Research article||2011||Chun-Wang||Wei||I-Chun + Hung
Ling + Lee
Nian-Shing + Chen
|A Joyful Classroom Learning System with Robot Learning Companion for Children to Learn Mathematics Multiplication||Turkish Online Journal of Educational Technology||10||2||11-23||This research demonstrates the design of a Joyful Classroom Learning System (JCLS) with flexible, mobile and joyful features. To evaluate the developed system, this research conducted two experiments, namely pilot experiment and formal experiment. the experimental group, composed of 24 students and The control group composed of 23 students in grade 2. The observation method, questionnaires, and interviews were adopted for data collection in this research.||https://eric.ed.gov/?id=EJ932221|
|31/10/2018 13:41:57||Qualitative||Primary School, On-line / Virtual||5 years of age, 6 years of age, 7 years of age, 8 years of age||Observation||11-50||Single-Country Study||USA||1||English||Research book chapter||2015||Karen||Wohlwend||Tolga + Kargin||“Cause I know how to get friends–plus they like my dancing”: (L)earning the nexus of practice in Club Penguin||Anne Burke; Jackie Marsh||Children's Virtual Play Worlds: Culture, Learning and Participation||79-98||Oxford||Peter Lung||978-1-4331-4180-5||This chapter examines how 50 children aged between 5 and 8 cooperate to teach other digital literacies and social practices while playing in pairs in the online and offline spaces of a computer lab in an after-school setting.||https://www.peterlang.com/view/title/22070|
|31/10/2018 14:05:57||Quantitative||Pre-School / Nursery / Kindergarten||Adults||Surveys||+1000||Single-Country Study||USA||1||English||Research article||2013||Courtney||Blackwell||Alexis R. + Lauricella
Ellen + Wartella
Michael + Robb
Roberta + Schomburg
|Adoption and use of technology in early education The interplay of extrinsic barriers and teacher attitudes||Computers & Education||69||https://doi.org/10.1016/j.compedu.2013.07.024||310–319||https://doi.org/10.1016/j.compedu.2013.07.024||The current study examines predictors of early childhood educators’ access to and use of traditional technologies and newer mobile devices. Findings from 1329 teachers of 0–4-year-olds reveal that while extrinsic barriers influence access to a range of technologies, positive beliefs in children’s learning from technology significantly predicted actual use of technology.||https://www.sciencedirect.com/science/article/pii/S0360131513001917|
|31/10/2018 14:36:06||Qualitative||Pre-School / Nursery / Kindergarten||Adults||Surveys, Observation, Interviews||11-50||Single-Country Study||USA||1||English||Research article||Nicole||Fenty||Elizabeth McKendry + Anderson||Examining Educators’ Knowledge, Beliefs, and Practices About Using Technology With Young Children||Journal of Early Childhood Teacher Education||35||2||114-134||10.1080/10901027.2014.905808||The current study examines the technological knowledge, beliefs, and practices of educators in early childhood settings. This article details a 6-month pilot study conducted with classroom staff from a preschool program in central New York State. It serves children ages 3–5 both with, and without, disabilities. to develop a database of 17 surveys with preschool staff, 10 semistructured interviews with general education and special education teachers, and three structured classroom observations. Participants included four general education teachers, four special education teachers, four assistant teachers, two one-to-one aides for a child with a disability, and five related service providers.||https://www.tandfonline.com/doi/abs/10.1080/10901027.2014.905808|
|31/10/2018 14:45:49||Qualitative||Day Care / Child Minder||Adults||Interviews||11-50||Single-Country Study||Germany||1||English||Research article||2015||Henrike||Friedrichs-Liesenkötter||Media-Educational Habitus of Future Educators in the Context of Education in Day-Care Centers||Journal of Media Literacy Education||7||1||18 – 34||The data was collected in North Rhine-Westphalia in Germany from September 2011 to June 2012. The study consists of three research strands: semi-structured interviews with media education teachers in educator training (N=6), four focus group discussions with trainee educators in their second year (N=24) and four focus group discussions with trainee educators (N=9) in their third year of courses. Data reveals two different forms of habitus: ‘The day-care center as shelter against 'bad' electronic media’ (type I) and ‘media education and the inclusion of electronic media as parts of the day-care center’ (type II). These beliefs and attitudes will be a factor in the continuing integration of media education instructional practices in German day-care centers.||https://digitalcommons.uri.edu/cgi/viewcontent.cgi?article=1213&context=jmle|
|31/10/2018 14:54:35||Quantitative||Primary School||Adults||Surveys||+1000||Single-Country Study||Turkey||1||English||Research article||2013||Yuksel||Goktas||Nuray + Gedik
Ozlem + Baydas
|Enablers and barriers to the use of ICT in primary schools in Turkey: A comparative study of 2005–2011||Computers & Education||68||211–222||https://doi.org/10.1016/j.compedu.2013.05.002||The purpose of this study was to reveal barriers encountered by Turkish primary school teachers in the integration of ICT. Data were collected from 1373 teachers from 52 schools in 39 provinces. The results indicate that ‘lack of hardware’, ‘lack of appropriate software materials’, ‘limitations of hardware’, ‘lack of in-service training’, and ‘lack of technical support’ were the most important
|31/10/2018 15:09:40||Qualitative, Case Study||Primary School||6 years of age, 7 years of age, Older children (9-18 years of age), Adults||Observation, Interviews, Documents / Artifacts generated by participants||51-100||Single-Country Study||UK||1||English||Research article||2013||Anna Gruszczynska||Gruszczynska||Guy + Merchant
Richard + Pountney
|"Digital Futures in Teacher Education": Exploring Open Approaches towards Digital Literacy||The Electronic Journal of e-Learning||11||3||pp193- 206||This paper reports the findings of a project "Digital Futures in Teacher Education" (DeFT) undertaken as part of the third phase of the Joint Information Systems Committee (JISC) UK Open Educational Resources (OER) programme. Case study data were archived on a project wiki and included notes from school visits, interactions between researchers and teachers at project meetings, as well as supporting material from blogs and reflexive tasks. Here, we use this case study material to illustrate tensions and understandings of digital literacy in practice. The first case study depicts the work undertaken by a primary school teacher and her Year 2 class (6-7 year olds) at Mondrian Primary School in Sheffield. The second case study is based around the work of an English and Media Studies teacher working at the Warhol School in Rotherham (9-16 year olds).||http://www.ejel.org/issue/download.html?idArticle=257|
|31/10/2018 15:23:47||Qualitative||Pre-School / Nursery / Kindergarten||Adults||Interviews||11-50||Single-Country Study||Jordan||1||English||Research article||2009||Fathi Mahmoud||Ihmeideh||Barriers to the use of technology in Jordanian pre-school settings||Technology, Pedagogy and Education||18||3||325–341||10.1080/14759390903255619||This study investigated the barriers to the use of technology in Jordanian pre-school education. Interviews with pre-school teachers (n = 30) and principals (n = 15) were conducted. Results indicated that the lack of software, funds, time and technology skills were found to be the main barriers to using technology in most Jordanian pre-school settings.||https://www.tandfonline.com/doi/abs/10.1080/14759390903255619|
|31/10/2018 15:35:52||Quantitative||Pre-School / Nursery / Kindergarten||Adults||Surveys, Interviews||101-500||Single-Country Study||Jordan||1||English||Research article||2010||Fathi||Ihmeideh||The Role of Computer Technology in Teaching Reading and Writing: Preschool Teachers’ Beliefs and Practices||Journal of Research in Childhood Education||24||60–79||10.1080/02568540903439409||This study investigated preschool teachers’ beliefs and practices regarding the use of computer technology in teaching reading and writing in Jordan. The researcher developed a questionnaire consisting of two scales—Teachers’ Beliefs Scale (TB Scale) and Teachers’ Practices Scale (TP Scale)—to examine the role of computer technology in teaching reading and writing to preschoolers.
A random sample of 154 preschool teachers participated in the study by completing the questionnaire; 12 teachers were later interviewed.
|31/10/2018 15:45:36||Qualitative, Case Study||Pre-School / Nursery / Kindergarten||Adults||Observation||11-50||Single-Country Study||USA||1||English||Research article||2009||Jared||Keengwe||Grace + Onchwari||Technology and Early Childhood Education: A Technology Integration Professional Development Model for Practicing Teachers||Early Childhood Education Journal||37||209-218||10.1007/s10643-009-0341-0||This article describes a Summer Institute project that the authors facilitated in a medium sized midwest public university. The summer workshop afforded participating early childhood education teachers exciting opportunities
to interact with various instructional tools and technology applications. Further, the practicing teachers explored various strategies to integrate specific technology tools into their lessons in a manner consistent with constructivist
pedagogy. A total of 12 early childhood education teachers participated in this workshop.
|31/10/2018 18:37:03||Qualitative, Ethnography||Pre-School / Nursery / Kindergarten||Adults||Observation, Interviews||0-10||Single-Country Study||Norway||1||English||Research article||2012||Tove||Lefton||How Early Childhood Practitioners Build, Shape, and Construct Their Digital Practices: The Search for an Analytical Space||NORDIC JOURNAL OF DIGITAL LITERACY||7||3||172-185||This ongoing research examines how early childhood practitioners build, shape, and maintain digital practices through talk and action, assuming shared construction and development of knowledge. Drawing upon ongoing ethnographically inspired fieldwork in two Norwegian kindergartens, this
study examines digital practice among early childhood practitioners.
|08/11/2018 12:31:29||Qualitative, Case Study||Pre-School / Nursery / Kindergarten||3 years of age, 4 years of age, 5 years of age, 6 years of age||0-10||Single-Country Study||Finland||1||English||Research article||2014||Jonna||Leinonen||Sara Sintonen||Productive participation – Children as active media producers in kindergarten||Nordic Journal of Digital Literacy||9||3||216–237||In this paper, media education has been approached as a case study from the viewpoint of active production and participation. The data for this study was collected from a case study carried out in two group situations including 3-6-year-old children (five children in the first group and four in the second) in two separate kindergarten groups (2010). The children’s conversations with the researcher and each other were recorded. The whole process was documented
with two digital cameras and an audio recorder.
|08/11/2018 12:42:02||Mixed-Methods||Pre-School / Nursery / Kindergarten||Adults||Surveys, Interviews, Documents / Artifacts generated by participants||11-50||Single-Country Study||Hong Kong||1||English||Research article||2006||Hui||Li||Integrating Information and Communication Technologies Into the Early Childhood Curriculum: Chinese Principals’ Views of the Challenges and Opportunities||Early Education and Development||17||3||467–487||doi.org/10.1207/s15566935eed1703_7||This study investigated the challenges and opportunities associated with the introduction of information and communication technologies (ICT) into the early childhood curriculum in Hong Kong kindergartens. Thirty-one principals completed questionnaires before they implemented a new curriculum initiative plan that involved the integrating of ICT into children’s learning activities. They completed the same questionnaire and were interviewed within 1 month after they had implemented the curriculum.||https://www.tandfonline.com/doi/abs/10.1207/s15566935eed1703_7|
|08/11/2018 12:48:56||Qualitative||Pre-School / Nursery / Kindergarten||Adults||Documents / Artifacts generated by participants||11-50||Single-Country Study||Sweden||1||English||Research article||2012||Mats||Lindahl||Anne-Mari + Folkesson||Can we let computers change practice? Educators’ interpretations of preschool tradition||Computers in Human Behavior||28||1728–1737||doi.org/10.1016/j.chb.2012.04.012||the aim of this study is to analyze which are the possibilities and difficulties
to embed computers into preschool practice. Data consists of naturalistic texts from 31 preschool teacher students revealing their experiences from trying to embed computers into practice.
|08/11/2018 13:12:58||Mixed-Methods||Primary School||Adults||Surveys, Observation, Documents / Artifacts generated by participants||11-50||Single-Country Study||USA||1||English||Research article||2016||Ping||Liu||Technology Integration in Elementary Classrooms: Teaching Practices of Student Teachers||Australian Journal of Teacher Education||41||3||87-104||http://dx.doi.org/10.14221/ajte.2016v41n3.6||This study examines how and why student teachers integrated technology to enhance instruction in elementary classrooms. The participants were 31 student teachers who completed an assignment of eight weeks. the following types of data were collected: 1) classroom observation logs of the student teachers’
technology integration into teaching as well as after lesson debriefing, 2) written lesson plans with reflection, 3) summative reflection on technology integration with justification, and 4) a survey regarding access and general use of technology in a classroom. In addition, student teaching evaluations were collected to analyze their technology integration. All types of data were obtained from the three key groups: student teacher, mentor teacher and university supervisor, who were directly involved in the process.
|08/11/2018 13:32:09||Qualitative||Primary School||Adults||Interviews||11-50||Single-Country Study||Australia||1||English||Research article||2010||Jenny||McDougall||A crisis of professional identity: How primary teachers are coming to terms with changing views of literacy||Teaching and Teacher Education||26||679–687||10.1016/j.tate.2009.10.003||This study analyses the discourses that emerged from interviews with a group of Australian primary teachers who talked about their reactions to teaching media. this paper draws on a research project in which individual interviews were conducted with 26 teachers from a regional area in Australia.Participants in this study were chosen to represent a range of teaching experiences and backgrounds among which 9 teachers teach k-2 levels. Independent, semi-structured interviews were conducted, usually at the relevant school site.||https://ac.els-cdn.com/S0742051X09002017/1-s2.0-S0742051X09002017-main.pdf?_tid=a6f3bf33-fd28-4c8b-96f1-fbd607408651&acdnat=1541679603_6753641e795b64f1438b72d457d72034|
|08/11/2018 13:45:50||Quantitative||Pre-School / Nursery / Kindergarten||Adults||Surveys||101-500||Single-Country Study||Greece||1||English||Research article||2015||Kleopatra||Nikolopoulou||Vasilis + Gialamas||Barriers to the integration of computers in early childhood settings: Teachers’ perceptions||Education and Information Technologies||20||2||285–301||10.1007/s10639-013-9281-9||This study investigated teachers’ perceptions of barriers to using – integrating
computers in early childhood settings. A 26-item questionnaire was administered to 134 early childhood teachers in Greece.
|08/11/2018 14:05:16||Qualitative||Pre-School / Nursery / Kindergarten||4 years of age, 5 years of age, Adults||Visual methods (photographs, video, etc.), Documents / Artifacts generated by participants||11-50||Single-Country Study||Finland||1||English||Research book chapter||2014||Eeva-Leena||Onnismaa||Kati + Rintakorpi
Sinikka + Rusanen
|“Take a picture!” Children as photographers and co-constructors of culture in an early childhood education environment.||Heikki Ruismäki and Inkeri Ruokonen||Voices for Tomorrow. Sixth International Journal of Intercultural Arts Education||35-48||Helsinki||Unigrafia||978-952-10-9527–6||Through a case study, we attempted to identify viewpoints central to a consideration of the cultural rights of a child. Our empirical data consist of
documentations of a photography project carried out in a private kindergarten
during a one-year period.A group of seven children participated in the project directed by a kindergarten teacher who is one of the authors of this article. The kindergarten teacher collected the data as part of her everyday work with the children. The project ran from February 2011 to May 2012. All children were four and five years old during the research period.
|08/11/2018 14:16:50||Quantitative, Other||Pre-School / Nursery / Kindergarten||4 years of age, 5 years of age||Surveys||101-500||Single-Country Study||Greece||1||English||Research article||2016||Stamatis||Papadakis||Michail + Kalogiannakis
Nicholas + Zaranis
|Comparing tablets and PCs in teaching mathematics: An attempt to improve mathematics competence in early childhood education||Preschool & Primary Education||4||2||241-253||http://dx.doi.org/10.12681/ppej.8779||The present study investigates and compares the influence of using computers and tablets in the development of mathematical competence in early childhood education. To implement the survey we conducted a 14-week intervention, which included one experimental and one control group. Children in both groups were taught mathematics as per the Greek curriculum for early childhood education, using either the same educational software which, depending on the group, running on computers or on tablets. In order to evaluate the mathematical performance of children we used the Test of Early Mathematics Ability (TEMA-
3). The sample consisted of 256 children in Greece.
|08/11/2018 14:53:02||Qualitative, Case Study||Pre-School / Nursery / Kindergarten||3 years of age, 4 years of age, Adults||Observation, Interviews||51-100||Single-Country Study||UK||1||English||Research article||2005||Lydia||Plowman||Christine + Stephen||Children, play, and computers in pre-school education||British Journal of Educational Technology||36||2||145–157||https://doi.org/10.1111/j.1467-8535.2005.00449.x||The paper reports a study designed to inform the development of an information and communication technology strategy for the pre-school years of education. The main methods of collecting evidence were observations at seven pre-school settings and interviews with at least two practitioners and a number of children at each site.||https://onlinelibrary.wiley.com/doi/full/10.1111/j.1467-8535.2005.00449.x|
|08/11/2018 15:27:01||Qualitative||Primary School||Adults||Interviews||11-50||Single-Country Study||Netherlands||1||English||Research article||2017||Joke||Voogt||Susan + McKenney||TPACK in teacher education: are we preparing teachers to use technology for early literacy?||Technology, Pedagogy and Education||26||1||69-83||10.1080/1475939X.2016.1174730||This study examines if and how five teacher education institutes are helping
students to develop the technological pedagogical content knowledge needed to
effectively use technology for early literacy. Focus group discussions were held
with 12teacher educators in which their responses to expert recommendations were probed.
|08/11/2018 15:33:26||Mixed-Methods||Pre-School / Nursery / Kindergarten||Adults||Surveys, Interviews||11-50||Single-Country Study||Canada||1||English||Research article||2008||Eileen||Wood||Jacqueline + Specht
Teena + Willoughby
Julie + Mueller
|Integrating Computer Technology in Early Childhood Education Environments: Issues Raised by Early Childhood Educators||Alberta Journal of Educational Research||54||2||210-226||The purpose of this study was to assess the educators' perspectives on the introduction of computer technology in the early childhood education environment. Fifty early childhood educators completed a survey and participated in focus groups. Parallels existed between the individually completed survey data and the focus group discussions.||https://www.researchgate.net/publication/228529764_Integrating_Computer_Technology_in_Early_Childhood_Education_Environments_Issues_Raised_by_Early_Childhood_Educators|
|14/12/2018 11:43:27||Mixed-Methods||Family / Home||0-1 years of age, 2 years of age, 3 years of age, 4 years of age, Adults||Surveys, Observation, Interviews, Visual methods (photographs, video, etc.)||+1000||Single-Country Study||UK||1||English||Research article||2018||Jackie||Marsh||Lydia + Plowman
Dylan + Yamada-Rice
Julia + Bishop
Jamal + Lahmar
Fiona + Scott
|Play and creativity in young children’s use of apps||British Journal of Educational Technology||49||5||870–882||10.1111/bjet.12622||This study is the first to systematically investigate the extent to which apps for children aged 0–5 foster play and creativity. A survey was conducted with 2000
parents of under 5s in the UK. Over 17 hours of video films of
children using apps were analysed. Six families were visited five times (one family was visited four times). Each visit lasted up to 2 hours and consisted of videoed observations of children using tablets, conversations with children, semi
structured interviews with parents about children’s use of tablets, and “play and creativity” tours of the household, in which maps were constructed which outlined where children played and how tablet use related to that play. Parents, siblings and children were interviewed about the maps. In addition to this, still images were taken by researchers, and parents were invited to collect data themselves through the use of their smartphones. They were then questioned about these data. Finally, children aged 3 and over were able to choose to wear a “Go Pro” chestcam to film their use of tablets. Three children wore the chestcams: Amy, Jade and Kiyaan.
|14/12/2018 14:03:20||Quantitative||Family / Home||Adults||Surveys||101-500||Single-Country Study||UK||1||English||Research article||2016||Jane||O’Connor||Olga + Fotakopolou||A threat to childhood innocence or the future of learning? Parents’ perspectives on the use of touch-screen technology by 0–3-year-olds in the UK||Contemporary Issues in Early Childhood||17||2||235–247||https://doi.org/10.1177%2F1463949116647290||This article explores this practice via an online parental survey with 226 UK parents of children aged 0–3 years within the context of the current debate around whether technology is a problematic or advantageous aspect of contemporary childhood.||https://journals.sagepub.com/doi/abs/10.1177/1463949116647290|
|14/12/2018 14:23:56||Qualitative||Pre-School / Nursery / Kindergarten||0-1 years of age, 2 years of age, 3 years of age, Adults||Observation, Interviews, Documents / Artifacts generated by participants||101-500||Single-Country Study||UK||1||English||Research article||2014||Guy||Roberts-Holmes||Playful and creative ICT pedagogical framing: a nursery school case study||Early Child Development and Care||184||1||1-14||http://dx.doi.org/10.1080/03004430.2013.772991||This article reports on the findings of a one-year qualitative study in which a nursery school used information and communication technology (ICT) and a digital media consultant as a catalyst for cultural change leading to teachers’ improved pedagogical framing and children’s enhanced learning dispositions. The data consisted of nine sets of field notes, two focus group staff meetings, eight semi-structured teacher interviews and four nursery nurse interviews; four semi structured interviews with the headteacher and the digital media consultant; eight researcher-guided observations and seven teacher-guided observations.||https://www.tandfonline.com/doi/pdf/10.1080/03004430.2013.772991?needAccess=true|
|14/12/2018 14:44:37||Qualitative||Family / Home||5 years of age, 6 years of age, Adults||Observation, Visual methods (photographs, video, etc.)||11-50||Single-Country Study||Australia||1||English||Research article||2011||Christina||Davidson||Seeking the green basilisk lizard: Acquiring digital literacy practices in the home||Journal of Early Childhood Literacy||12||1||24–45||10.1177/1468798411416788||This article uses conversation analysis to describe and explicate the social accomplishment of a number of activities that led to and constituted a young child’s Google search to find information about a lizard. Data collection consisted of video-recordings of young children using computers in their homes. Four families participated in the study and participants were identified and recruited through professional and personal networks. A single recording was made in three homes, and two recordings were made in the fourth. Recordings were up to 30 minutes in length and were made in the presence of the researcher and other adults (one or both parents and sometimes in the presence of a family friend as well). The young children who were the focus of the recordings were all under the age of seven.||https://journals.sagepub.com/doi/pdf/10.1177/1468798411416788|
|19/12/2018 11:45:24||Quantitative||Family / Home||Adults||Surveys||101-500||Single-Country Study||USA||1||English||Practitioner-Oriented Periodical||2013||Sarah||Vaala||Amy + Bleakley
Amy + Jordan
|The Media Environments and Television-Viewing Diets of Infants and Toddlers: Findings From a National Survey of Parents||Zero to Three||33||4||18-24||Our survey of 297 parents with children birth to 3 years old confirms that young children are growing up immersed in media-rich homes, and that most view more than the AAP recommends. Particularly high viewing rates occur among older children (2–3 year olds), children with a bedroom television, and those whose parents believe in various benefits of viewing.||https://www.zerotothree.org/resources/699-vol-33-no-4-media-and-technology-in-lives-of-infants-and-toddlers|
|19/12/2018 12:14:32||Quantitative||Family / Home||Adults||Surveys||+1000||Single-Country Study||USA||1||English||Research article||2005||Xuan||Huang||Seoung-Eun + Park
Elizabeth + Vandewater
Ellen + Wartella
|"No – you can't watch that": parental rules and young children's media use||American Behavioral Scientist||48||5||608-623||This study addresses the relations between parental rules regarding television use (for time and program, respectively) and television use among very young children (ages 0 to 6). Participants were 1,065 parents of children aged 6 months to 6 years old who were selected by random-digit telephone dialing. As it makes little sense to have rules regarding media that are not present in the home, the sample for this study was limited to 838 families with a television in their household and complete data on the variables of interest. Higher education level was related to rules of both types, whereas higher household income was related to having program rules. Parents with time rules reported their children watching less television, but parents with program rules reported their children watching more television. Parents with program rules were more likely to have positive attitudes toward television and more likely to be present when their children were viewing. Parents with both types of rules were more likely to see their children imitating positive behaviors from television, whereas parents with program rules were more likely to see their children imitating negative behaviors.||https://search.proquest.com/docview/214756797?accountid=14478|
|19/12/2018 12:45:34||Qualitative||Pre-School / Nursery / Kindergarten||4 years of age, Adults||Observation, Interviews, Visual methods (photographs, video, etc.)||11-50||Single-Country Study||USA||1||English||Practitioner-Oriented Periodical||2014||Ilene||Berson||Megan + Cross
Jennifer + Ward
Michael + Berson
|People, Places, and Pandas: Engaging Preschoolers with Interactive Whiteboards||Social Studies and the Young Learner||26||4||18–22||In this article, we describe a recent project undertaken in the classroom for four year olds that is connected to our exploration of world cultures and places near and far. We integrate social studies throughout instruction to engage children in learning through free play, storytelling, drama, and problem solving, and
the interactive whiteboard is an important tool in the exploration process. However, the content and focus of our studies emanate from the children’s own ideas, questions, and interests. *Methodology or the number of participants is not explicitly mentioned.
|19/12/2018 15:00:51||Qualitative, Ethnography||Primary School||5 years of age, Adults||11-50||Single-Country Study||Australia||1||English||Research article||2014||Julianne||Lynch||Terri + Redpath||‘Smart’ technologies in early years literacy education: A meta-narrative of paradigmatic tensions in iPad use in an Australian preparatory classroom||Journal of Early Childhood Literacy||14||2||147–174||10.1177/1468798412453150||This article focuses on emerging patterns of use of Apple iPads in an Australian Preparatory (first year of compulsory schooling) classroom during the first year of implementation of these devices. We draw on student and teacher interviews and classroom observation data to provide a research meta-narrative of the intentions, practices and reflections of a ‘first year out’ teacher, and to discuss points of tension found in the contested space of early years literacy education. Participants in the study included the Prep grade classroom teacher, the principal, 12 Prep students from the 2010 school year cohort and 10 from the 2011 cohort. The ethnographic fieldwork included: both formal and conversational interviews with the teacher, the principal and the students; observation of classroom activities and behaviours; and the collection
of artefacts such as students’ work samples and curriculum framework
|19/12/2018 15:29:03||Qualitative||Pre-School / Nursery / Kindergarten||3 years of age, 4 years of age||51-100||Single-Country Study||UK||1||English||Research article||2006||Jackie||Marsh||Emergent Media Literacy: Digital Animation in Early Childhood||Language and Education||20||6||493-506||10.2167/le660.0||This paper outlines a research project in which three- and four-year-old children in one nursery engaged with editing software to create short animated films. Although 53 children took part in the animation work, this paper focuses on the work of only three children. Qualitative data were collected over the period of an academic year as children were observed (using fieldnotes and video camera) planning and producing the films. This paper analyses some of the knowledge and understanding of multimodal texts developed throughout the project and suggests that early childhood educators need to understand the nature of new authorial practices if they are to provide appropriate scaffolding for children’s learning in the new media age.||https://www.tandfonline.com/doi/abs/10.2167/le660.0|
|19/12/2018 15:48:05||Mixed-Methods||Pre-School / Nursery / Kindergarten, Primary School||Adults||Surveys, Documents / Artifacts generated by participants||11-50||Single-Country Study||USA||1||English||Research article||2008||Mary||McVee||Nancy + Bailey
Lynn + Shanahan
|Teachers and teacher educators learning from new literacies and new technologies||Teaching Education||19||3||197-210||DOI: 10.1080/10476210802250216||the current study was undertaken as an instance of teacher research carried
out in the context of a teacher education course in new literacies and technologies wherein teacher educators attempted to take up new literacies practices. Study participants were pre- and in-service teachers from K-12.
Data collected included: student responses posted in the online discussion forum related to articles and class projects; students’ pre-course and post-course statements on literacy and technology; electronic projects with grading rubrics; and student reflections submitted with each project. Participants completed three major digital projects: 1) a poetry interpretation via PowerPoint, 2) an inquiry-based WebQuest via Dreamweaver, and 3) a digital story via iMovie.
|19/12/2018 16:06:23||Qualitative||Pre-School / Nursery / Kindergarten, Primary School||3 years of age, 4 years of age, 5 years of age, 6 years of age, 7 years of age, 8 years of age, Older children (9-18 years of age), Adults||51-100||Single-Country Study||Australia||1||English||Research article||2010||Josephine||Ryan||Anne + Scott
Maureen + Walsh
|Pedagogy in the multimodal classroom: an analysis of the challenges and opportunities for teachers||Teachers and Teaching: theory and practice||16||4||477-489||10.1080/13540601003754871||‘What knowledge do teachers need to teach in the contemporary context where texts are elaborately multimodal, constructed not just of print but of image, sound, and movement?’ This paper proposes some signposts to assist teachers with navigating in this environment. Using teachers’ and researchers’ reflections on practices in a diverse range of settings, both primary and secondary, the analysis explicates the challenges that teachers face in this multimodal context and elucidates some ways they can effectively operate within it. Teachers working in diverse settings from Kindergarten to secondary schools, with students ranging in ages from 3 to 15 respectively, endeavor to use a variety of, yet often similar, digital texts and technologies to address learning outcomes. *No mention about the number of participants.||https://www.tandfonline.com/doi/abs/10.1080/13540601003754871|
|16/01/2019 14:23:53||Qualitative||Pre-School / Nursery / Kindergarten||4 years of age, Adults||11-50||Single-Country Study||USA||1||English||Research article||2016||Deborah||Wells Rowe||Mary + Miller||Designing for diverse classrooms: Using iPads and digital cameras to compose eBooks with emergent bilingual/ biliterate four-year-olds||Journal of Early Childhood Literacy||16||4||425–472||10.1177/1468798415593622||This paper reports the findings of a two-year design study exploring instructional
conditions supporting emerging, bilingual/biliterate, four-year-olds’ digital composing. With adult support, children used child-friendly, digital cameras and iPads equipped with writing, drawing and bookmaking apps to compose multimodal, multilingual eBooks containing photos, child-produced drawings, writing and voice recordings. Children took digital cameras home, and home photos were loaded onto the iPads for bookmaking. In Year 1, participants in our study were 19 four-year-olds who were emergent bilinguals/biliterates. In Year 2, 18 children in the same teacher’s classroom participated in the study.
|16/01/2019 16:06:16||Qualitative, Ethnography||Pre-School / Nursery / Kindergarten||5 years of age, 6 years of age, Adults||Observation, Interviews, Visual methods (photographs, video, etc.)||11-50||Single-Country Study||Australia||1||English||Research article||2011||Sandra||Hesterman||A Contested Space: the dialogic intersection of ICT, multiliteracies, and early childhood||Contemporary Issues in Early Childhood||12||4||349-361||https://doi.org/10.2304/ciec.2011.12.4.349||This study investigated how two Western Australian teachers integrated ICT to support multiliteracies learning in early childhood classrooms. Two case studies, constructed over a nine-month period and employing ethnographic methodology, illustrated how different curricular, pedagogical, and classroom designs impact on children’s early literacy experiences.||https://journals.sagepub.com/doi/abs/10.2304/ciec.2011.12.4.349|
|16/01/2019 16:14:04||Mixed-Methods||Pre-School / Nursery / Kindergarten||Adults||Surveys, Interviews||501-1000||Comparative / Cross-National Study||SC||5||English||Research article||2016||Ioanna||Palaiologou||Teachers’ dispositions towards the role of digital devices in play-based pedagogy in early childhood education||Early Years: An International Research Journal||36||3||305-321||http://www.tandfonline.com/action/showCitFormats?doi=10.1080/09575146.2016.1174816||this project aimed to examine the attitudes and aptitudes towards digital devices of teachers in their personal lives and professional practice in five countries (England, Luxemburg, Malta, Greece and Kuwait). An online survey designed to collect broad-scale data was followed by focus group interviews. In keeping
with standard procedures in cross-country comparisons, the same number of responses were analysed (184 teachers from each country who had worked between 5 and 10 years in ECE and were working with children from the age of 2–4 years), a total population of 920 participants.
|17/01/2019 13:16:43||Qualitative||Pre-School / Nursery / Kindergarten||3 years of age, 4 years of age, Adults||Observation, Interviews, Visual methods (photographs, video, etc.)||11-50||Single-Country Study||USA||1||English||Research article||2002||Shalom||Fisch||Jennifer + Shulman
Anna + Akerman
Gael A. + Levin
|Reading Between The Pixels: Parent-Child Interaction While Reading Online Storybooks||Early Education and Development||13||4||435-451||https://doi.org/10.1207/s15566935eed1304_7||Seven parent-child dyads living in the New York metropolitan area participated, and two of the children were three years old, and five were four years old. Each
dyad was observed while reading two online storybooks that presented branching stories that incorporated “choice points” at which readers chose the path that the story would follow. After reading, they were interviewed about
the appeal of the stories. Each dyad was videotaped as they read the two books. In addition, live observations were conducted simultaneously.
|17/01/2019 13:48:18||Quantitative||Family / Home||Surveys||+1000||Single-Country Study||USA||1||English||Research report||2011||Aviva Lucas||Gutnick||Michael + Robb
Lori + Takeuchi
Jennifer + Kotler
|Always connected: The new digital media habits of young children||New York||The Joan Ganz Cooney Center at Sesame Workshop||This report aims to portray the role of media in children’s lives today. To develop this report, Sesame Workshop reviewed seven recent studies from 2006 through 2010 on media use among children of various ages. At the heart of our findings is the fact that media is a major presence in the everyday lives of young children. Not only are children exposed to increasing amounts and types of media, they are avid consumers as well.||https://joanganzcooneycenter.org/wp-content/uploads/2011/03/jgcc_alwaysconnected.pdf|
|17/01/2019 14:39:26||Quantitative||Family / Home||Adults||Surveys||501-1000||Single-Country Study||Netherlands||1||English||Research article||2007||Nikken||Jeroen + Jansz
Sanneke + Schouwstra
|Parents’ Interest in Videogame Ratings and Content Descriptors in Relation to Game Mediation||European Journal of Communication||22||3||315-336||https://doi.org/10.1177/0267323107079684||An Internet survey of 765 parents examined (1) to what extent parents
wanted to be informed by ratings of harmful videogames for their children (four
to 18 years), (2) which content descriptors interested them, (3) which parents
were most interested and (4) how parental mediation of the child’s gaming
related to their interest in ratings and content descriptors. An Internet questionnaire on various game-related matters was submitted to a random sample of Dutch parents with one or more children (four to 18 years) living at home.
|17/01/2019 15:14:01||Quantitative||Pre-School / Nursery / Kindergarten, Family / Home||Adults||Surveys||101-500||Single-Country Study||USA||1||English||Other||2009||William||Penuel||Lauren + Bates
Shelley + Pasnik
Eve + Townsend
Lawrence + Gallagher
Carlin + Llorente
Naomi + Hupert
|The Impact of a Media-Rich Science Curriculum on Low-Income Preschoolers’ Science Talk at Home||Paper presented at the 9th International Conference of the Learning Sciences, Chicago, IL.||This study explored the impact of a curriculum that integrated hands-on activities with digital content from two public television shows aimed at introducing preschoolers to science. Impact was measured using parent reports of 398 lowincome children’s science talk using a random assignment design, where preschool teachers were assigned to implement either the media-rich science curriculum or a literacy curriculum.||https://www.researchgate.net/publication/220934442_The_impact_of_a_media-rich_science_curriculum_on_low-income_preschoolers'_science_talk_at_home|
|17/01/2019 15:36:02||Quantitative||Pre-School / Nursery / Kindergarten, Primary School||3 years of age, 4 years of age, 5 years of age, 6 years of age, 7 years of age, 8 years of age||Interviews||+1000||Single-Country Study||China||1||English||Research article||2017||Yeh||Hsueh||Zongkui + Zhou
Guimin + Su
June + Lee
Katherine + Kitzmann
|Science learning in early years: Effects of the Chinese television series Big Bird Looks at the World||Global Media and China||2||2||1-14||https://doi.org/10.1177/2059436417717072||Big Bird Looks at the World, a Chinese co-production with Sesame Workshop, the producer of Sesame Street, uses science as a vehicle to promote curiosity, observation, and hands-on investigation among 3- to 7-year-old children. This study assessed the educational impact of Big Bird Looks at the World in a sample of 1860 children. Preschool and Grade 1–2 classrooms in
Central and Southwestern China were randomized within schools to the experimental group (watched 42 11-minute episodes of Big Bird Looks at the World over a 7-week period) or the control group (engaged in normal class activities).
|17/01/2019 15:52:20||Quantitative||Pre-School / Nursery / Kindergarten||Adults||Surveys||101-500||Single-Country Study||Turkey||1||English||Research article||2011||Özlem||Yurt||Nilgün + Cevher-Kalburan||Early childhood teachers’ thoughts and practices about the use of computers in early childhood education||Procedia Computer Science||3||1562–1570||10.1016/j.procs.2011.01.050||This study was conducted to determine the thoughts and practices of early childhood teachers about the use of computers in early childhood education. The study has been carried out with 100 early childhood teachers who attended to a seminar about the early childhood education in Eskisehir and Afyon. To collect data, a “General Information Form” was used to determine the general
characteristics of the teachers and their classroom, and a “Thoughts and Practices about the Use of Computers Questionnaire” was developed by the researchers and used in this study.
|17/01/2019 15:59:50||Qualitative||Pre-School / Nursery / Kindergarten||Adults||Interviews||0-10||Single-Country Study||Turkey||1||English||Research article||2011||Nilgün||Cevher-Kalburan||Özlem + Yurt
Esra + Ömeroglu
|The use of interactive CD-ROM in early childhood education: teachers’ thoughts and practices||Procedia Computer Science||3||1555-1561||https://doi.org/10.1016/j.procs.2011.01.049||The purpose of the research is to determine the opinions of the early childhood teachers working in Denizli about the use of interactive CD-ROMs in the education programs. Five teachers working in the formal early childhood education foundations in Denizli in 2009-2010 academic year have been chosen, and interviewed with semi-structured interviews.||https://www.sciencedirect.com/science/article/pii/S1877050911000500?via%3Dihub|
|18/01/2019 10:50:34||Quantitative||Pre-School / Nursery / Kindergarten||Adults||Surveys||101-500||Single-Country Study||Romania||1||English||Research article||2015||Daciana||Lupu||Andreea Ramona + Laurentiu||Using New Communication and Information Technologies in Preschool Education||Procedia – Social and Behavioral Sciences||187||206 – 210||https://doi.org/10.1016/j.sbspro.2015.03.039||The objective of the research focused on the identification and analysis of educational activities from the standpoint of teaching resources used in the process of education, the teaching means were divided into classical didactic means and teaching means of new information technologies. In research, the main method used was a questionnaire-based survey; the questionnaire is built on three dimensions: types of teaching used in educational process, the use of means in the process of learning and the usefulness of the new information technologies.The research encompassed 218 teachers in pre-primary education in Romania.||https://www.sciencedirect.com/science/article/pii/S1877042815018327|
|18/01/2019 10:56:11||Quantitative||Pre-School / Nursery / Kindergarten||Adults||Surveys||101-500||Single-Country Study||Taiwan||1||English||Research article||2013||Mei-Ju||Chou||Kindergarten Teachers’ Information Technology Teaching Beliefs: The Critical Path Toward Teaching Effectiveness||Procedia – Social and Behavioral Sciences||89||261 – 269||https://doi.org/10.1016/j.sbspro.2013.08.844||The research of kindergarten teachers’ teaching belief in the usage of
Information Technology and its impact on teaching effectiveness is the aim of the study. 512teachers in Northern Taiwan are selected as the research subjects. Within the total 512 questionnaires, 466 copies were collected. Having deducted 34 invalid ones, total 432 valid copies were retrieved.
|18/01/2019 11:10:49||Mixed-Methods||Family / Home||0-1 years of age, 2 years of age, 3 years of age, 4 years of age, 5 years of age, 6 years of age, 7 years of age, 8 years of age, Adults||Surveys, Observation, Interviews, Visual methods (photographs, video, etc.)||101-500||Single-Country Study||USA||1||English||Other||2011||Hayes||Raffle||Glenda + Revelle
Koichi + Mori
Rafael + Ballagas
Kyle + Buza
Hiroshi + Horii
Joseph ‘Jofish’ + Kaye
Kristin + Cook
Natalie + Freed
Janet + Go
Mirjana + Spasojevic
|Hello, is Grandma there? Let’s Read! StoryVisit: Family Video Chat and Connected E-Books||Proceeding – CHI '11 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems||1195-1204||10.1145/1978942.1979121||We report on research with 61 families – over 200 users including parents,
children and long-distance readers – who used StoryVisit in their homes with a long-distance reader for at least one reading session. In addition, we report qualitative findings regarding nineteen of the families who participated in
telephone interviews and four families who were monitored and interviewed by researchers at home. In order to get richer qualitative insights into system usage, four of the 61 families were recruited for “home visits” by the research team. The home visits included technical support, as well as observation and recording of video and audio streams during book-reading sessions and in-depth
|23/01/2019 13:16:53||Mixed-Methods||Family / Home||7 years of age, 8 years of age, Adults||Surveys, Observation||501-1000||Single-Country Study||USA||1||English||Research report||2011||Lori||Takeuchi||2011 Designing media for a digital age||New York||The Joan Ganz Cooney Center at Sesame Workshop||This report focuses on two complementary studies that document how families with young children are integrating digital media into the rhythm of daily life. Results from a survey of more than 800 parents of children ages 3 through
10 reveal how parents nationwide feel about raising children in a digital age. In addition, we conducted in-depth case studies of four young girls — three +-year-olds and one ,-year-old — all of whom reside in the greater Los Angeles area. We spent anywhere from two to seven days following the case children around as they went about their ordinary afterschool or weekend routines.
|23/01/2019 14:16:27||Qualitative||Family / Home||7 years of age, 8 years of age, Older children (9-18 years of age), Adults||Surveys, Observation||11-50||Single-Country Study||USA||1||English||Other||2009||Svetlana||Yarosh||Stephen + Cuzzort
Hendrik + Müller
Gregory D. + Abowd
|Developing a Media Space for Remote Synchronous Parent–Child Interaction||IDC 2009 Conference, Como, Italy||97-105||We present an exploratory evaluation of this system, highlighting how such a media space may be used by families for learning and play activities. The ShareTable was positively received by our participants and preferred over standard videoconferencing. The children, three females and four males, were
between 7 and 10 years old (average 8.4, median 9). Overall, three father-daughter, one father-son, and three mother-son pairs participated. we asked them to perform three separate tasks and fill out a brief questionnaire. Throughout the study, two investigators observed each participant and took independent notes, which were later combined for analysis.
|31/01/2019 12:13:44||Other||Family / Home, Industry / "Living Labs"||0-1 years of age||Observation, Physiological measurements||101-500||Single-Country Study||New Zealand||1||English||Research article||1999||Rachel||Barr||Harlene + Hayne||Developmental Changes in Imitation from Television during Infancy||Child Development||70||5||1067–1081||https://doi.org/10.1111/1467-8624.00079||Infants’ (N=276) ability to learn from television under seminaturalistic conditions was examined in five experiments with 12-, 15-, and 18-month-olds. In all experiments, an adult performed a series of specific actions with novel stimuli. Some infants watched the demonstration live, and some infants watched the same demonstration on television from prerecorded videotape. Infants’ ability to reproduce the target actions was then assessed either immediately or after a 24-hour delay. Infants of all ages exhibited imitation when the actions were modeled live. There were age-related and task-related differences, however, in infants’ ability to imitate the same actions modeled on television.||https://onlinelibrary.wiley.com/doi/abs/10.1111/1467-8624.00079|
|31/01/2019 12:46:25||Quantitative||Family / Home||0-1 years of age, 2 years of age, Adults||Surveys, Physiological measurements||101-500||Single-Country Study||Taiwan||1||English||Research article||2015||Ling-Yi||Lin||Rong-Ju + Cherng
Yung-Jung + Chen
Yi-Jen + Chen
Hei-Mei + Yang
|Effects of television exposure on developmental skills among young children||Infant Behavior & Development||38||20-26||https://doi.org/10.1016/j.infbeh.2014.12.005||Data were collected from the Pediatric Clinics at University Medical Center in
Southern Taiwan. The participants comprised 75 children who were frequently exposed to television and 75 children who were not or infrequently exposed to television between 15 and 35 months old. The age and sex were matched in the two groups. The Bayley Scales of Infant Development-second edition and Peabody Developmental Motor Scales-second edition were used to identify developmental skills. Independent t-tests, x2 tests, and logistic regression models were conducted.
|31/01/2019 12:56:13||Quantitative||Family / Home||2 years of age, 3 years of age||Observation, Physiological measurements||51-100||Single-Country Study||USA||1||English||Research article||2015||Alecia||Moser||Laura + Zimmermann
Kelly + Dickerson
Amanda + Grenell
Rachel + Barr
Peter + Gerhardstein
|They can interact, but can they learn? Toddlers’ transfer learning from touchscreens and television||Journal of Experimental Child Psychology||137||137–155||https://doi.org/10.1016/j.jecp.2015.04.002||The current study examined whether the transfer deficit persists in older children
using a complex puzzle imitation task constructed to investigate transfer from video demonstrations. The current test adapted this task to permit bidirectional transfer from touchscreens as well. To test for bidirectional transfer deficits, 2.5- and 3-year-olds were shown how to assemble a three-piece puzzle on either a
three-dimensional magnetic board or a two-dimensional touchscreen (Experiment 1). Unidirectional transfer from video was also tested (Experiment 2). This experiment included 172 typically developing children (87 boys) from two metropolitan areas. Independent groups of children were tested at 2.5 years (Mage = 30.5 months, SD = 1.33 days) and 3 years (Mage = 36.7 months, SD = 0.4 days).
|31/01/2019 17:13:07||Mixed-Methods||Pre-School / Nursery / Kindergarten, Primary School||5 years of age, 6 years of age, 7 years of age, 8 years of age, Older children (9-18 years of age)||Surveys, Interviews||101-500||Single-Country Study||USA||1||English||Research article||2012||Karyn||Riddle||Joanne + Cantor
Sahara + Byrne
Emily + Moyer-Guse
|‘‘People Killing People on the News’’: Young Children’s Descriptions of Frightening Television News Content||Communication Quarterly||60||2||278–294||10.1080/01463373.2012.669340||This article investigated children’s fear responses to everyday exposure to the news in the absence of a recent crisis or major event. From March to May 2006, a survey was conducted of 218 kindergarten through 6th-grade children regarding their fright reactions to the news. Ninety children were in the
‘‘younger’’ group (i.e., K–2), and ranged in age from 5 to 8 years (M.6.5); 128 children were in the ‘‘older’’ group (i.e., Grades 3–6), and ranged in age from 8 through 12 years (M.9.9). children in Grades K–2 were individually interviewed by
researchers who wrote down the child’s answers; children in third through sixth
grades filled out the same questionnaire independently in small groups (n.20–35) while a researcher read the questions aloud to the group. After the questionnaires were completed, all children participated in a media literacy lesson to reduce any fears that may have been reawakened by remembering frightening events.
|07/03/2019 01:51:14||Case Study||Primary School||6 years of age, 7 years of age, 8 years of age||Observation, Visual methods (photographs, video, etc.)||11-50||Single-Country Study||Portugal||1||English||Research article||2018||Paula||Quadros-Flores||Altina Ramos e António Flores||Potentialities Of The Augmented Reality In The School Manuals Of Primary Education||The Turkish Online Journal of Educational Technology||Volume 2||INTE – ITIC AM – IDEC 2018||331- 338||Prof. Dr. Aytekin İşman, Prof. Dr. Jerry Willis et Prof. Dr. J. Ana Donaldson||THE TURKISH ONLINE JOURNAL OF EDUCATIONAL TECHNOLOGY||1-904||Paris||Editorial Board||2146 – 7242||Augmented reality, Methodological renewal, Initial teacher training.||http://www.tojet.net/volumes/v17i2.pdf|
|07/03/2019 02:04:40||Case Study||Primary School||3 years of age, 4 years of age, 5 years of age, 6 years of age, 7 years of age, 8 years of age||51-100||Single-Country Study||Portugal||1||Portuguese||Research article||2018||Paula||Quadros Flores||Margarida Marta, Susana Marques Sá||Criatividade com avatares na Prática Educativa Supervisionada||Revista Prácticum,||3 (2)||2530-4550||60 -76||La Asociación para el Desarrollo del Prácticum y de las Prácticas Externas: Red de Practicum (REPPE)||Revista Prácticum||1 -102||Espanha||Revista Prácticum||2530-4550||Formação inicial docente, tecnologias digitais, criatividade,
renovação metodológica, estágio.
|https://revistapracticum.com/index.php/iop Formação inicial docente, tecnologias digitais, criatividade, renovação metodológica, estágio.Formação inicial docente, tecnologias digitais, criatividade, renovação metodológica, estágio.|
|21/03/2019 16:39:30||Qualitative||Primary School||8 years of age||Observation||11-50||Single-Country Study||Italy||1||English||Research article||2011||Michela||Ott||Francesca Pozzi||Digital games as creativity enablers for children||Behaviour & Information Technology||9||1-9||10.1080/0144929X.2010.526148||Key words: creativity; games-based learning; digital mind games; creativity indicators; technology-enhanced learning; children
This study is about children from 8 to 10 years old
|09/04/2019 13:35:01||Longitudinal||Primary School||6 years of age, 7 years of age, 8 years of age, Older children (9-18 years of age)||Visual methods (photographs, video, etc.)||101-500||Single-Country Study||USA||1||English||Research article||1993||Randall||Boon||Kyle Higgins||Hypermedia Basal Readers: Three Years of School-based Research||Journal of Special Education Technology||12||86-106||–||This article refers to a longitudinal study with children from first until the third grade of elementary school. This study is involved in the use of hypermedia computer assisted Instruction to provide individualized reading Instruction within a general classroom environment.||https://journals.sagepub.com/doi/abs/10.1177/016264349301200202?journalCode=jsta#|
|09/04/2019 16:06:54||Qualitative||Pre-School / Nursery / Kindergarten||5 years of age, 6 years of age||Visual methods (photographs, video, etc.)||11-50||Single-Country Study||Australia||1||English||Research article||2010||Amanda||Spink||Susan Danby, Kerry Mallan and Carly Butler||Exploring young children’s web searching and technoliteracy||Journal of Documentation||66||2||191-206||10.1108/00220411011023616||It is a research paper about investigating the web interactions and technoliteracy of children in the early childhood years. Keywords: Australia,WorldWideWeb,Information searches,Children(age groups),Information literacy, Behaviour||https://www.emeraldinsight.com/doi/full/10.1108/00220411011023616|
|09/04/2019 23:57:22||Ethnography, Case Study||Family / Home||0-1 years of age, 2 years of age, Adults||Visual methods (photographs, video, etc.)||0-10||Single-Country Study||Australia||1||English||Research article||2013||Susan||Danby||Christina Davidson, Maryanne Theobald, Brooke Scriven, Charlotte Cobb-Moore, Sandra Houen, Sandra Grant, Lisa M. Given, Karen Thorpe||Talk in activity during young children’s use of digital technologies at home||Australian Journal of Communication||40||2||83-100||–||This article examines video recorded interactions between a father and his two young children, one aged 18 months using an iPhone, and one aged three years accessing an iPad. Drawing on Ethnomethodology and Conversation Analysis, this analysis establishes ways the family members engage and disengage in talk to manage their individual activity with mobile devices and accomplish interaction with each other.||https://eprints.qut.edu.au/65579/|
|11/04/2019 18:32:20||Other||Pre-School / Nursery / Kindergarten||4 years of age||Visual methods (photographs, video, etc.)||0-10||Single-Country Study||Australia||1||English||Research article||2014||Christina Christina Davidson||Christina Davidson||Susan Danby, Lisa M. Given, Karen Thorpe||Talk about a YouTube video in preschool: The mutual production of shared understanding for learning with digital technology||Australasian Journal of Early Childhood||39||3||76-83||This article draws on data from a large funded study of Web searching in early childhood settings of preschool and home in Queensland, Australia. The study is framed by ethnomethodology (EM) and specifically to conversation analysis. In this article they consider extracts from of a single video-recording made in a preschool.||https://eprints.qut.edu.au/67553/|
|21/04/2019 14:05:05||Qualitative||Family / Home||3 years of age, 4 years of age, 5 years of age||Observation, Visual methods (photographs, video, etc.)||11-50||Single-Country Study||Australia||1||English||Research article||2016||Lisa||M. Given||Denise Cantrell Winkler
|Watching young children “play” with information technology: Everyday life information seeking in the home||Elsevier||38||4||344-352||http://dx.doi.org/10.1016/j.lisr.2016.11.007||This study explored young children's (i.e., aged three to five) experiences using information technology in the home. The research was part
of a larger study that included data collection in preschools. The full project explored the extent to which web use was a part of home and preschool-based experiences,
examining both the tools used and the social and technological interactions that occurred during the children's use of technology.
|21/04/2019 15:25:22||Qualitative||Family / Home||3 years of age, 4 years of age, 5 years of age||Visual methods (photographs, video, etc.)||11-50||Single-Country Study||Australia||1||English||Research article||2015||Lisa||M. Given||Christina Davidson
Denise Cantrell Winkler
|Documenting Young Children’s Technology Use: Observations in the Home||Proceedings of the Association for Information Science and Technology||51||9||1-9||https://doi.org/10.1002/meet.2014.14505101028||Keywords
Preschool children, technology use, home environment,
|21/04/2019 16:12:17||Qualitative, Case Study||Family / Home||3 years of age, 4 years of age||Documents / Artifacts generated by participants||0-10||Single-Country Study||Australia||1||English||Research book chapter||2017||Susan||Danby||Christina Davidson, Maryanne Theobald, Sandra Houen, Karen Thorpe||14||Lynch, Sandra, Pike, Deborah, à Beckett, Cynthia||Multidisciplinary Perspectives on Play from Birth and Beyond||231-245||China||Springer, Singapore||Print 978-981-10-2641-6 / Online 978-981-10-2643-0||Keywords:preschool, play, pretend play, sibling, digital technology, language, conversation analysis, ethnomethodology, computer||https://link.springer.com/chapter/10.1007/978-981-10-2643-0_14|
|22/04/2019 13:20:42||Qualitative||Family / Home||3 years of age, 4 years of age, 5 years of age||Observation, Visual methods (photographs, video, etc.)||11-50||Single-Country Study||Australia||1||English||Research article||2016||Lisa||M. Given||Denise Cantrell Winkler
|Parents as Coresearchers at Home: Using an Observational Method to Document Young Children’s Use of Technology||International Journal of Qualitative Methods||15||1||1-9||DOI: 10.1177/1609406915621403||Keywords: preschool children, technology use, observational methods, video recordings, research design, participant coresearchers||https://journals.sagepub.com/doi/full/10.1177/1609406915621403|
|22/04/2019 15:47:08||Qualitative||Pre-School / Nursery / Kindergarten||3 years of age, 4 years of age, 5 years of age||Visual methods (photographs, video, etc.)||0-10||Single-Country Study||Australia||1||English||Research article||2016||Maryanne||Theobald||Susan Danby
|How Talk and Interaction Unfold in a Digitally Enabled Preschool Classroom||Australian Journal of Linguistics||36||2||189-204||http://dx.doi.org/10.1080/07268602.2015.1121530||Keywords: Talk-in-interaction; Digital Devices; Ethnomethodology; Conversation Analysis; Membership Categorization Analysis||https://www.tandfonline.com/doi/full/10.1080/07268602.2015.1121530|
|22/04/2019 18:20:21||Qualitative, Case Study||Pre-School / Nursery / Kindergarten, Family / Home||5 years of age||Visual methods (photographs, video, etc.)||0-10||Single-Country Study||Australia||1||English||Research book chapter||2018||Christina||Davidson||Susan J. Danby
Lisa M. Given
|Producing Contexts for Young Children’s Digital Technology Use: Web Searching During Adult-Child Interactions at Home and Preschool||Susan J. Danby, Marilyn Fleer, Christina Davidson, Maria Hatzigianni||Digital Childhoods, International Perspectives on Early Childhood Education and Development||65-82||Springer, Singapore||9789811064838||The chapter draws on data from a larger study of young children’s Web searching in homes and preschools. In that study, there were 170 h of videorecorded classroom data and 29 h of videorecorded home data. In this study there are two video recordings of a single child engaged in Web searching.
The child was almost 5 years of age at the time of recording. One recording was
made at home by the child’s mother, and the other was made by a researcher at his preschool. Recordings were selected because of the child’s involvement in Web searching in each context. Data were transcribed using Jefferson notation and analysed using the methods of conversation analysis.
|22/04/2019 19:03:50||Qualitative||Pre-School / Nursery / Kindergarten||3 years of age, 4 years of age||Surveys, Visual methods (photographs, video, etc.)||0-10||Single-Country Study||Australia||1||English||Research article||2016||Christina||Davidson||Susan J. Danby
Lisa M. Given
Karen J. Thorpe
|Facilitating Young Children’s Use of the Web in Preschool||JOURNAL OF RESEARCH IN CHILDHOOD EDUCATION||30||4||569-584||10.1080/02568543.2016.1214193||KEYWORDS: Preschool; social interaction;
technology; young children
|22/04/2019 23:12:58||Quantitative, Qualitative||On-line / Virtual||Adults||Surveys, Interviews||501-1000||Single-Country Study||Australia||1||English||Research article||2018||Juliana||Zabatiero||Leon Straker
|Young children and digital technology: Australian early childhood education and care sector adults’ perspectives||Australasian Journal of Early Childhood||43||2||14-22||http://dx.doi.org/10.23965/AJEC.43.2.02||This study adopted a cross-sectional survey design. The aim of the survey was to provide opportunities for broad comment and feedback within the
Australian ECEC sector regarding adult perspectives on young children and technology.
|23/04/2019 00:03:57||Qualitative, Case Study||Pre-School / Nursery / Kindergarten||4 years of age, 5 years of age||Documents / Artifacts generated by participants||0-10||Single-Country Study||Australia||1||English||Research book chapter||2017||Christina||Davidson||Susan J. Danby
|“Uh Oh”: Multimodal Meaning Making During Viewing of YouTube Videos in Preschool||Marilyn J. Narey||Multimodal Perspectives of Language, Literacy, and Learning in Early Childhood||233-255||USA||Springer, Cham||978-3-319-44295-2/978-3-319-44297-6||Keywords: Multimodal Meaning making ,Young children, Conversation analy-
sis, Digital literacies, Preschool
|23/04/2019 01:19:48||Qualitative, Case Study, Participatory / Action Research||Primary School||5 years of age, 6 years of age, Adults||Visual methods (photographs, video, etc.)||0-10||Single-Country Study||Australia||1||English||Research book chapter||2017||Sandra||Houen||Susan Danby
|Web Searching as a Context to Build on Young Children’s Displayed Knowledge||Amanda Bateman, Amelia Church||Children’s Knowledge-in-Interaction||57-72||Springer, Singapore||978-981-10-1701-8/978-981-10-1703-2||Keywords: Early Childhood, Education Search, Query Knowledge, Building Early Childhood, Teacher Search Topic, Conversation analysis, Single Case, Ethnomethodology, Young Children||https://link.springer.com/chapter/10.1007/978-981-10-1703-2_4|
|23/04/2019 02:03:57||Ethnography, Case Study||Pre-School / Nursery / Kindergarten, Family / Home||4 years of age, Adults||Interviews, Visual methods (photographs, video, etc.)||0-10||Single-Country Study||Australia||1||English||Research article||2013||Susan||Danby||Smart phones and tablets in the early years : a waste of time or a valuable opportunity for accessing information and communicating?||Reflections||53||1-5||Keywords: Young Children, Mobile Technology, Ethnography, Digital Technology, Interviews, Early Childhood, Practices Associated with Technology||https://eprints.qut.edu.au/81837/|
|09/05/2019 16:39:17||Qualitative, Other||Pre-School / Nursery / Kindergarten||Non-empirical document||Documents / Artifacts generated by participants||Non-empirical document||Single-Country Study||Greece||1||Greek||Other||2013||Michail||Kalogiannakis||Nicholas Zaranis/
Stamatios J Papadakis
|Using Smart Mobile Devices in Preschool Education for Teaching Realistic Mathematics and Physics: An Overview of the Field||Athens /October 2013||9th Conference "Education in the ICT Age"||It is a conference paper/bibliographic review||Abstract: Modern forms of ICT enable preschool children to build new forms of knowledge representation while using interactive activities they contribute towards the development of learning incentives as well as mental and emotional development in areas such as mathematics and physical Sciences. On smart mobile devices (eg tablets), the ability to offer innovative elements in the educational process is recognized, introducing a new dynamic in providing educational content to preschool children.Digital toys are part of the daily activities of children. In preschool education, appropriately designed digital educational games combined with the use of smart mobile devices can be a powerful educational tool for meaningful learning of mathematics and natural sciences. In this paper, we present a systematic bibliographic overview of foreign primary research on the use of smart mobile devices in pre-school education. Key words: Kindergarten, ICT, Smart Mobile Devices, Digital Games.||https://www.researchgate.net/publication/269036223|
|09/05/2019 18:53:33||Qualitative, Other||Pre-School / Nursery / Kindergarten||2 years of age, 3 years of age, 4 years of age, 5 years of age, Non-empirical document||Secondary documents (News, Media, Policy reports, Industry documents, etc.)||Non-empirical document||Single-Country Study||Greece||1||Greek||Other||2008||Georgios||Fesakis||–||Information and Communication Technologies in Preschool Education, Dimensions and Perspectives||Conference: 4th Panhellenic Conference: Computer Science at Patras||1-11||Abstract: The paper concerns brief theoretical analysis for currently significant dimensions of the ICT infusion in preschool education. The analysis contains basic arguments of the critics and the supporters of ICT for young children, a review of the educational research, the positions of international scientific organizations and elements of national curricula. The goal of the author is to foster the dialog about ICT in preschool education and to illustrate the need for the development of a responsible and thorough position by the national educational community. Keywords: ICT, preschool education||https://www.researchgate.net/publication/319931437|
|14/05/2019 17:08:59||Qualitative, Participatory / Action Research||Pre-School / Nursery / Kindergarten||4 years of age, 5 years of age, 6 years of age||Interviews||11-50||Single-Country Study||Greece||1||Greek||Research article||2014||Adamantia||Margariti||Tharenos Bratitsis||Themes in Science and Technology Edcation/Θέματα Επιστημών και Τεχνολογίας στην Εκπαίδευση/||7||3||163-179||The article attempts to highlight the dynamics of Digital Narrative as methods of teaching the concepts of natural sciences in kindergarten. It presents a didactical approach that exploits an interactive fairy tale to explore the possibility of differentiating the existing cognitive representations of infants for the natural phenomenon of sailing and sinking, by applying developmentally appropriate teaching applications. In particular, it was designed and developed in the Scratch programming environment, an interactive version of Aesop's classic myth.The research was conducted in three phases – raising children's initial ideas, teaching intervention, evaluation. The results confirm the original purpose. This article also contributes to the enhancement of its educational activity as it highlights the ability of modern technology to design and produce interactive educational material on its own, expanding its teaching arsenal.
Keywords: Digital Narrative, Natural Sciences, Floating-Sinking, Kindergarten, Scratch, Interactive Fairytale
|20/05/2019 12:36:33||Qualitative, Case Study||Pre-School / Nursery / Kindergarten||3 years of age, 4 years of age, 5 years of age, Adults||Interviews||11-50||Single-Country Study||Greece||1||Greek||Other||2017||Aikaterini||Bakaleksi||–||Computer – Learning Relationship in Preschool: What do teachers, parents and children say today in a school unit/Σχέση υπολογιστή – μάθησης στην προσχολική ηλικία: Τι λένε σήμερα η εκπαιδευτικός, οι γονείς και τα παιδιά στο πλαίσιο μιας σχολικής μονάδας||Thessaly||University Of Thessaly: Educational Department of Preschool Education: School Of Human and Social Sciences||Master Thesis||Keywords: computer, preschool age, family, learning, learning tool
Summary: The increasing integration of technology in people's everyday life creates the need to investigate the use of computers by preschoolers The present research constitutes a qualitative case study and it concerns a concrete kindergarten in the city of Volos which explored the views of the kindergarten teacher, the parents and the children about their perceptions regarding the use of technology in school and at home from preschool children. The aim of the study was to identify qualitative data on the use of ICT in the school and the family environment, the factors that may influence the frequency and ways of engagement, and the level of school and family cooperation for the purpose of learning use of computers. For the collection of this survey data held semi-structured interviews, with a kindergarten teacher, 6 parents and 6 students of this certain kindergarten, in November of 2015, for the period of two weeks. Major findings include the positive attitude towards kindergarten learning computer use in the classroom with major, however, inhibitory factors, the impeded lack of infrastructure, teacher training and cooperation with the family. Regarding parents, although there is a belief that the possession and use of the computers is necessary, they argue that it cannot be used as a learning tool in preschool age. It is important to consider the role of technology and computers in the lives of young children and to clarify the possibility of their involvement in enhancing learning with basic factors teachers and family.
|20/05/2019 16:09:41||Quantitative, Other||Pre-School / Nursery / Kindergarten, On-line / Virtual||5 years of age, 6 years of age||Documents / Artifacts generated by participants||0-10||Single-Country Study||Greece||1||Greek||Other||2014||Paraskevi||Peglidou||–||Stem/6 Thinking Hats: A Model for Developing Creativity Skills in Preschool Education by Using Web 2.0 Technologies||Athens, Greece||University of Peireus , Departement of Digital Systems,||Program of Postgraduate Studies Technology Teaching and Digital Systems/ Master Thesis||Key Words:
Creativity, Creative thought, Teaching , Methodology, Internet in education, Education, Preschool – Teaching, Education – Technology
The STEM program leads to learning about creativity from pre-school age. He uses a cross-thematic approach to concepts and skills in his methodology and follows the open question technique to involve learners in Boston's children's museum (2013). Surveys show that this learning pathway helps pre-school learners to acquire the necessary skills for their subsequent school success. Questions, however, arise as to how trainees' involvement in STEM experiences can be enhanced to address school failure issues in science and mathematics found in preschool children before entering elementary school. According to the literature, involvement is associated with behavioral and emotional factors. This combination of variables reveals the characteristics of "deep immersion" in the work and "the sense of achievement" to the trainee and leads research into the theory of Experiential Education by Ferre Laevers. At the same time, these indicators testify to the quality of the learning environment in terms of meeting the learner's needs. In an attempt to study the research gap on STEM involvement in pre-school age, the bibliographic sources on how children learn in the STEM program, the standards of the specific curriculum development program for pre-school age development, the strategy 6 Thinking Hats, with Web 2.0 technologies. In this way, an orchestrated scenario based on the STEM methodology was developed and the Google Sites platform was developed, suggesting a stream of processes that cause students to engage in reasoning and skills development processes in a collaborative, computer-supported environment. This diploma thesis, in addition to the proposed design, also presents the pilot application of the proposed scenario, making estimates for the linking of the STEM / 6 Thinking Hats model to the involvement of trainees in the assessment of creative skills. It is estimated that technology with the appropriate scripting orchestration can be used as a tool not only to enhance the creative skills, ie those skills that will help learners solve the problem in many possible ways but and documentation of this process.
|24/05/2019 15:49:53||Qualitative||Pre-School / Nursery / Kindergarten||3 years of age, 4 years of age, 5 years of age||Interviews||11-50||Single-Country Study||Greece||1||Greek||Other||2015||Evagelia||Panagiotou||Design and evaluation of an educational program related to the turbines at preschool age||Patras, Greece||University of Patras: Faculty of Social Sciences||Name of Master:EDUCATIONAL PROGRAMS, EVALUATION AND INFORMATION TECHNOLOGIES OF EDUCATION AND COMMUNICATION IN EDUCATIONMaster Thesis/available for free online/||This work, based on a constructive approach to teaching and learning science, aims to describe experimental research regarding the possible construction by preschool children of a qualitative explanatory model concerning the operation of a wind turbine. 18 children of preschool age from Kato Kastritsi kindergarten attended the proposed teaching intervention. They were divided into two groups of equal number. The one group attended a teaching program with the help of conventional educational material (laboratory equipment) whereas the other group attended an equivalent teaching program by means of ICT tools (the environment of scratch language). The main research aim was the comparison of the cognitive progress of the two groups. A pre-test and a post-test were used in order to collect data about the learning outcomes of the children. For the data analysis, the N-vivo software was used. The results demonstrated that all children have constructed a precursor energy model about the operation of the wind turbine. Differences between the two groups have been also noted with regard to the handling of laboratory equipment. It seems that the group interacted with the conventional material have developed more skills from the group handled the ICT material. Keywords: Preschool education, wind turbine, precursor model, constructive approach, linear causal reasoning, analogical reasoning, programming language scratch.||http://nemertes.lis.upatras.gr/jspui/handle/10889/9268|
|27/05/2019 14:43:15||Participatory / Action Research||Pre-School / Nursery / Kindergarten||4 years of age, 5 years of age||Documents / Artifacts generated by participants||11-50||Single-Country Study||Greece||1||Greel||Research article||2015||Stamatios||J Papadakis||Nicholas Zaranis, Michail Kalogiannakis||Contribution of the ScratchJr environment to the development of computational thinking in pre-school education||Conference: 7th Conference on Informatics in Education (7th CIE2015), At University of Piraeus, Piraeus, Greece||1-11||10.13140/RG.2.1.4828.6162||In recent years the teaching of programming and computational thinking in preschool children has attracted the interest of the educational and scientific community. A new environment that was designed to help infants in a developmental way to enter into computational thinking is ScratchJr. Toddlers in the present study learned basic concepts of computational thinking through the use of the ScratchJr programming environment and applied them to create cartoons, collages, stories and games.This work attempts an early understanding of the computational thinking development capabilities that ScratchJr provides to preschool classes.
Keywords: ScratchJr, computational thinking, pre-school education.
|27/05/2019 15:19:47||Participatory / Action Research, Other||Primary School, On-line / Virtual||6 years of age||Documents / Artifacts generated by participants||11-50||Single-Country Study||France||1||Greek||Other||2014||George||Kalmpourtzis||Lazaros Vrysis, Marianna Tzekaki||Find the Jackalop: Teaching of Spatial Thinking in Early Childhood through Electronic Games||Thessaloniki, Greece||Conference of the Department of Preschool Education Sciences, Aristotle University of Thessaloniki||It's a Conference Paper||
Space thinking is an important human cognitive ability that
contributes to the development of mathematical thinking. It's importance
spatial thinking skills development, such as minds
representations, orientation and navigation in space, by
pre-school age is extremely large for the development of others
mathematical skills, as well as geometric thinking.In addition,
the continuing research interest in the influence of electronics
games on the motivation of students for math, and school
in general (de Freitas, 2007; Kirriemuir, 2005; NCTM, 2000)
important questions about potential and effectiveness
an environment based on gaming learning in
preschool age. Forest Search is an electronic
a game specifically designed for this purpose, through
use of different technologies that combine to deliver
maximum usage experience, as well as the best
|27/05/2019 16:58:01||Other||Pre-School / Nursery / Kindergarten||Non-empirical document||Secondary documents (News, Media, Policy reports, Industry documents, etc.)||Non-empirical document||Single-Country Study||Greece||1||Greek||Other||2018||Dimitra||Drosou||–||Digital comics in kindergarten as a lever for the development of phillagognosis||Rodos, Rhodes, Greece||University of Aegean, SCHOOL OF HUMAN SCIENCES DEPARTMENT OF SCIENCES FOR PROFESSIONAL EDUCATION AND EDUCATIONAL DESIGN «CHILD BOOK AND PEDAGOGICAL MATERIAL»||Bachelor's thesis, which was prepared for the postgraduate diploma of specialization in the direction "CHILDREN'S BOOK"||Kew Words: Digital Comics, New Technologies, Preschool Education, Philonagnostics
Brief Summary: The new technologies in education and the effort to introduce new teaching methods into a current teacher-centered reality redefine the learning process and bring to light the phenomenon of digital comics. This paper focuses on the pre-school level of education and studies the role of digital comics in the cultivation of phillagnogy. Its purpose is to highlight the aspects of printed and digital comics in an area where research and proposals are still limited.This research includes, among other things, a brief reference to the development of comic books from digital to digital and the possibilities added to the Ninth Art through the use of digital technology. The issues raised and the questions that arise from it are signs of negotiation and clarification of inaccurate information. The possibilities of digital comics in kindergarten could be defined as unlimited as they combine a blend of cognitive, psychological, pedagogical and cultural theoretical approaches that concern preschool children and their potential.The reading and recruitment of digital comics by young children in correspondence with literary recruitment in kindergarten is an issue that is extensively discussed and analyzed in light of the response of the young reader. Last but not least, the reference to the creation of digital comics is undoubtedly one of the practices of enhancing phillagognosis through which the critical reader is involved.
|28/05/2019 00:35:11||Qualitative||Pre-School / Nursery / Kindergarten||4 years of age, 5 years of age, 6 years of age, 7 years of age||Observation, Visual methods (photographs, video, etc.)||11-50||Single-Country Study||Greece||1||Greek||Other||2017||Nektaria||Marinakou||–||Self-Adjusting Skills of pre-shcool aged childre and Programming Logo Type enviroment||Volos, Greece||University of Thessaly, School of Humanities and Social Sciences, Faculty of Preshool Education||Master Thesis/ Master Program:"Educational Sciences: Educational Play and Pedagogic Material in the First Childhood"||The aim of the present study was to investigate and record the procedure of
self-regulation in learning that is developed during the preschoolers’ engagement in Logo computer environments in the framework of a school classroom and in collaborative learning conditions. The question posed was whether can a Logo computer environment that is based on feedback function, be used as a meditation tool for the development of self-regulated processes and the acquisition of self-regulated skills in the context of collaborative learning. Sixteen pupils (boys and girls) in one of Volos Kindergarten schools took part in the research. In order to collect the data that concern the investigation of processes development, there was a recording of the Verbal and Nonverbal Indicators of Metacognition and Self-Regulation of the children according to the C.Ind.Le Coding Scheme while the level of development of children’s self-regulation was evaluated at the final phase of intervention through the Checklist of Children’s Independent Learning Development (CHILD 3-5). In the research, there were used the computer environments Ladybug leaf, Ladybug maze and Turtle Geometry that are freely available as java web tools.
|28/05/2019 01:51:50||Quantitative, Qualitative||Family / Home||4 years of age, 5 years of age, 6 years of age, Adults||Documents / Artifacts generated by participants||101-500||Single-Country Study||Greece||1||Greece||Research article||2009||Giorgos||Fesakis||–||Infant access to ICT out of school and their related activities||Science and Technology issues in Education(Greek Journal)||2||1-2||5-27||Summary
The continued proliferation of ICT use in the majority of human activity
has the effect of increasing the proportion of infants using ICT in the extracurricular environment. Given that, according to research, the use of ICT can have a significant impact on infant development, an educational interest in understanding the extent and quality of ICT use by these children of age.The work presents data from a questionnaire completed by the 175 infant parents in the wider area of the city of Rhodes. Data is supported by extensive use of ICT by infants in extracurricular settings. Significant-social-disparities are detected in the quantitative elements of access and developmental suitability of activities.
|28/05/2019 11:48:01||Qualitative, Other||Pre-School / Nursery / Kindergarten||4 years of age, 5 years of age, 6 years of age, Adults||Observation, Interviews||101-500||Single-Country Study||Greece||1||English||Research article||2014||Kleopatra||Nikolopoulou||–||ICT Integration in Preschool Classes: Examples of Practices in Greece||Creative Education||5||6||402-410||10.4236/ce.2014.56050||This paper presents findings from a research project regarding Information and Communication Technology (ICT) integration and use in 17 kindergartens in Greece. The main parameters of the study were the natural classroom environment (without artificial intervention) and the voluntary participation of early childhood teachers. The data were collected by interviews with the teachers and class observations. The most frequently reported reasons for computer use were the acquisition/development of language and fine motor skills, as well as its contribution as an incentive in children’s learning. Examples of practices in relation to these reasons are presented. The computer was
mainly used during the hour of free activities. The role of early childhood teachers, in the whole process of ICT integration, is also discussed.
Keywords: ICT (Information and Communication Technology), Computer, Preschool, Kindergarten, Greece
|20/01/2020 14:01:25||Quantitative||Day Care / Child Minder, Pre-School / Nursery / Kindergarten, Family / Home||0-1 years of age, 2 years of age, 3 years of age, 4 years of age, 5 years of age, 6 years of age, Adults||Surveys, Observation, Interviews, Physiological measurements, Visual methods (photographs, video, etc.), Documents / Artifacts generated by participants, Secondary documents (News, Media, Policy reports, Industry documents, etc.)||101-500||Single-Country Study||Austria||5|