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Autor/inn/enKervin, Lisa; Danby, Susan; Mantei, Jessica
TitelA Cautionary Tale: Digital Resources in Literacy Classrooms
QuelleIn: Learning, Media and Technology, 44 (2019) 4, S.443-456 (14 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Kervin, Lisa)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1743-9884
DOI10.1080/17439884.2019.1620769
SchlagwörterEducational Technology; Technology Uses in Education; Early Childhood Education; Literacy Education; Foreign Countries; Teaching Methods; Eye Movements; Reading; Electronic Publishing; Kindergarten; Books; Instructional Effectiveness; Handwriting; Interaction; Reading Comprehension; Reading Instruction; Emergent Literacy; Australia
AbstractSupportive digital resources are key to supporting educators' pedagogic practices in teaching children to be literate. But locating suitable resources can be confusing, with as claims about products being educational, aligned with curriculum outcomes, and even as 'silver bullets'. In Australia, a lack of specificity in national and state curriculum guidelines about resource selection creates inconsistencies within and across schools. We investigate how teacher-selected digital resources are used in early childhood classrooms to support literacy learning. Drawing on three independent Australian classroom-based studies, we share three examples of children engaging with digital resources. Together, they show that not all digital resources promote active and engaged literacy learning in meaningful and socially interactive contexts. We propose principles for selecting digital resources to promote playful, scaffolded, and exploratory literacy learning. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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