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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|08/12/2015 18:25:33||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, 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||England||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||England||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||England||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||England||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||England||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||England||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||England||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||England||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 (Catalonia)||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 (Catalonia)||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||England||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||United Kingdom||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||SPAIN||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||SPAIN||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||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||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||England||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||Scotland||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||Scotland||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 (Catalonia)||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||one||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||one||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||one||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||one||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||United Kingdom||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||United Kingdom||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||United Kingdom||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||United Kingdom||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||United Kingdom||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||United Kingdom||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||United Kingdom||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||United Kingdom||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||United Kingdom||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||United Kingdom||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|