A Contested Space: The Dialogic Intersection of ICT, Multiliteracies, and Early Childhood

Autor/in	Hesterman, Sandra
Titel	A Contested Space: The Dialogic Intersection of ICT, Multiliteracies, and Early Childhood
Quelle	In: Contemporary Issues in Early Childhood, 12 (2011) 4, S.349-361 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.2304/ciec.2011.12.4.349
Schlagwörter	Early Childhood Education; Young Children; Emergent Literacy; Technology Integration; Teaching Methods; Teacher Educators; Foreign Countries; Curriculum Development; Research Methodology; Australia + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Frühleseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher education; Lehrerausbildung; Lehrerbildung; Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Research method; Forschungsmethode; Australien
Abstract	If students are to be equipped with skills necessary to meet the challenging and diverse demands of different forms of communication brought about by the introduction of new technologies, then a broader definition of literacy is required. A pedagogy of multiliteracies recognises that there are multiple modes of representation that communicate meaning beyond language alone. As debate on information and communication technology (ICT) integration and literacy definition intensifies, early childhood teachers contemplate how they will accommodate these changes. How will early childhood education facilitate young children's use of ICT to support multiliteracies learning? 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. An analysis across the two cases illuminated how different pedagogy, definitions, support, resources and curriculum shaped the dialogic intersection of ICT and multiliteracies in early childhood education. (Contains 6 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10