ERIC Number: EJ1232439
Record Type: Journal
Publication Date: 2019
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1743-9884
EISSN: N/A
A Cautionary Tale: Digital Resources in Literacy Classrooms
Kervin, Lisa; Danby, Susan; Mantei, Jessica
Learning, Media and Technology, v44 n4 p443-456 2019
Supportive 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.
Descriptors: Educational 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
Routledge. 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
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A