Digital Disconnect or Digital Difference? A Socio-Ecological Perspective on Young Children's Technology Use in the Home and the Early Childhood Centre

Autor/inn/en	Edwards, Susan; Henderson, Michael; Gronn, Donna; Scott, Anne; Mirkhil, Moska
Titel	Digital Disconnect or Digital Difference? A Socio-Ecological Perspective on Young Children's Technology Use in the Home and the Early Childhood Centre
Quelle	In: Technology, Pedagogy and Education, 26 (2017) 1, S.1-17 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Henderson, Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2016.1152291
Schlagwörter	Young Children; Early Childhood Education; Environmental Influences; Computer Use; Foreign Countries; Case Studies; Family Environment; Educational Environment; Semi Structured Interviews; Focus Groups; Diaries; Recordkeeping; Television Viewing; Video Games; Computer Games; Telecommunications; Handheld Devices; Photography; Music; Computer Peripherals; Play; Time; Role; Australia + Suchen Sie Ihr Suchwort? Frühe Kindheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Environmental influence; Umwelteinfluss; Ausland; Case study; Fallstudie; Case Study; Familienmilieu; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Diary; Tagebuch; Leistungsnachweis; Fernsehkonsum; Video game; Videospiel; Videospiele; Computer game; Computerspiel; Computerspiele; Telekommunikationstechnik; Fotografie; Musik; Spiel; Zeit; Rollen; Australien
Abstract	A digital disconnect perspective is founded on an assumption that technology use in the home is frequent, creative and generative, and that technology use in the early childhood centre should be the same as that found in the home. However, such arguments divert our attention from understanding the nature of the setting and thereby from an understanding of the role of technologies in education and at home. This study adopts a socio-ecological approach to explore the influence of setting, in particular the elements of activity, time, place and role on young children's use of digital technologies. It concludes that technology use is characterised by different imperatives in each setting so that thinking about digital differences may be more productive than continuing to focus on the concept of disconnect. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01