BOOK
Technology-enhanced Learning in the Early Years Foundation Stage
Moira Savage | Anthony Barnett
(2017)
Additional Information
Book Details
Abstract
Discussing learning technologies in relation to young children often provokes a wide range of passionate responses, from sceptics to enthusiasts. This text explores the issues in a holistic, pedagogical and research-informed way. It helps professionals unpick the complex issues involved, understand the scope of available technology, examine the interplay between learning and specific technologies, and more broadly create a vision for a technology-enabled learning environment that is child-centred, playful, creative and interactive.
Recurring case studies are analysed from a number of theoretical perspectives, and the approach deliberately goes beyond the scope of ‘understanding of the world’ to consider the contribution of technology-enhanced learning to a range of different contexts and subject areas. Throughout there are clear links to professional standards, the Early Years Foundation Stage and the characteristics of effective learning.
Moira Savage entered the education profession in 1994 as a primary school teacher and became increasingly involved in ICT staff development culminating in joining the University of Worcester in 2003. In 2011 she was awarded a University of Worcester Teaching Fellowship. Her current roles include Senior Lecturer in Initial Teacher Training, Primary ICT and Computing Subject Leader and Institute of Education eLearning Coordinator. She leads a team delivering ICT and Computing education to large cohorts of students on Primary PGCE and BA QTS courses.
Anthony Barnett moved into higher education from teaching in inner London and Kent. Before starting his current post at the University of Worcester he was a science and ICT coordinator. His PhD is in the area of innovative research methodology and his specific interests in ICT include the role of asynchronous discussion within blended learning approaches to teaching. His current teaching role includes undergraduate and postgraduate design & technology, creativity in foundation subject teaching, educational studies modules focusing on issues in ICT and support for postgraduate specialist ICT students and MA students in a range of subjects.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Cover | Cover 1 | ||
| Half-title | i | ||
| Series information | ii | ||
| Title page | iii | ||
| Copyright information | iv | ||
| Table of Contents | v | ||
| Acknowledgements | vi | ||
| Meet the authors | vii | ||
| 1 Overview of chapters | 1 | ||
| Introduction | 1 | ||
| Who will benefit from reading this book? | 1 | ||
| Chapter features | 2 | ||
| Chapter 2: What is technology-enhanced learning? | 2 | ||
| Chapter 3: Key debates and research evidence | 3 | ||
| Chapter 4: Understanding the world: technology | 3 | ||
| Chapter 5: Communication and language | 4 | ||
| Chapter 6: Physical development | 4 | ||
| Chapter 7: Personal, social and emotional development | 5 | ||
| Chapter 8: Literacy | 5 | ||
| Chapter 9: Mathematics | 6 | ||
| Chapter 10: Expressive arts and design | 6 | ||
| Chapter 11: Technologies for inclusion | 6 | ||
| Chapter 12: Safeguarding and welfare | 6 | ||
| Chapter 13: Conclusion | 7 | ||
| References | 7 | ||
| 2 What is technology-enhanced learning? | 8 | ||
| Technologies | 9 | ||
| Commentary on case study | 9 | ||
| Typology of learning technologies in an early years setting | 9 | ||
| iPads in the early years | 10 | ||
| Theoretical perspectives and pedagogy | 12 | ||
| Enhancing learning with technology | 12 | ||
| Affordances of technology | 12 | ||
| Commentary on case study | 13 | ||
| Indoor and outdoor technologies | 14 | ||
| Locus of control: who has their hand on the mouse? | 14 | ||
| International perspective | 14 | ||
| Conclusion | 15 | ||
| Recommended further reading | 15 | ||
| References | 16 | ||
| 3 Key debates and research evidence | 17 | ||
| Professional engagement with research evidence | 18 | ||
| Reviewing the evidence for key questions | 19 | ||
| Challenging the digital natives concept | 20 | ||
| Childhood obesity and digital technology | 21 | ||
| Screen time: mobile technology, TV and violent video games | 22 | ||
| Tablet devices | 24 | ||
| Digital play | 25 | ||
| Traditional educational skills versus digital capability | 27 | ||
| Digital childhoods | 29 | ||
| Technology vs creativity | 30 | ||
| Conclusion | 34 | ||
| Recommended further reading | 35 | ||
| References | 35 | ||
| 4 Understanding the world: technology | 40 | ||
| Theoretical perspectives and pedagogical links | 43 | ||
| Computer science and Early Years Foundation Stage technology | 43 | ||
| Defining computer science | 44 | ||
| Tinkering | 47 | ||
| Creating | 48 | ||
| Debugging | 49 | ||
| Persevering | 49 | ||
| Collaborating | 50 | ||
| Commentary on case study | 50 | ||
| Digital literacy and EYFS technology | 52 | ||
| Defining digital literacy | 52 | ||
| Information technology and EYFS technology | 54 | ||
| Defining information technology | 54 | ||
| International perspective | 55 | ||
| Conclusion | 57 | ||
| Recommended further reading and product reviews | 57 | ||
| References | 58 | ||
| 5 Communication and language | 60 | ||
| Theoretical perspectives and pedagogical links | 62 | ||
| Language as a symbol system | 62 | ||
| Providing a rich language environment with technology | 64 | ||
| Non-verbal communication | 64 | ||
| What does communication entail? | 64 | ||
| Communicative competencies with technology | 65 | ||
| Commentary on case study | 66 | ||
| Augmentative and alternative communication | 67 | ||
| Commentary on case study | 68 | ||
| Active listening and learning | 69 | ||
| Technologies to support giving and following instructions | 70 | ||
| Commentary on case study | 70 | ||
| Speaking | 70 | ||
| English as an additional language | 71 | ||
| International perspective | 71 | ||
| Conclusion | 72 | ||
| Recommended further reading and product reviews | 72 | ||
| References | 72 | ||
| 6 Physical development | 74 | ||
| Theoretical perspectives and pedagogy | 75 | ||
| Models of physical development in childhood | 75 | ||
| Controlling and operating technology tools | 75 | ||
| Object affordances | 76 | ||
| Activity, movement and technology | 77 | ||
| Commentary on case study | 78 | ||
| Exploring movement with digital cameras | 78 | ||
| Selecting developmentally appropriate technology | 78 | ||
| Commentary on case study | 80 | ||
| Physical development towards Key Stage 1 | 81 | ||
| International perspective | 82 | ||
| Conclusion | 82 | ||
| Recommended further reading and product reviews | 83 | ||
| References | 83 | ||
| 7 Personal, social and emotional development | 85 | ||
| Debates | 86 | ||
| Theoretical perspectives and pedagogy | 87 | ||
| Commentary on case study, part 1 | 88 | ||
| Commentary on case study, part 2 | 89 | ||
| Mosaic Approach | 90 | ||
| International perspective | 90 | ||
| A focus on Te Whariki | 91 | ||
| Implications of Te Whariki for practice | 92 | ||
| Home and nursery links | 93 | ||
| Digital footprints and ethics | 93 | ||
| Conclusion | 94 | ||
| Recommended further reading and product reviews | 94 | ||
| Online learning journals | 94 | ||
| Images, video and audio | 94 | ||
| References | 95 | ||
| 8 Literacy | 97 | ||
| Literacy in the Early Years Foundation Stage | 97 | ||
| Theoretical perspectives and pedagogy | 98 | ||
| Literacy or literacies? | 98 | ||
| Using digital technology with the Early Learning Goals for reading and writing | 99 | ||
| Commentary on case study | 100 | ||
| Using digital technology with systematic synthetic phonics schemes | 100 | ||
| Jolly Phonics | 100 | ||
| Letters and Sounds | 102 | ||
| Oxford Reading Tree | 103 | ||
| Literacy curriculum development | 103 | ||
| Commentary on case study | 104 | ||
| A role for iPads in pre-school literacy development | 105 | ||
| A practical framework for using iPads in the classroom | 106 | ||
| International perspective: typing vs handwriting | 107 | ||
| Conclusion | 107 | ||
| Recommended further reading and product reviews | 107 | ||
| References | 108 | ||
| 9 Mathematics | 110 | ||
| The challenge | 110 | ||
| The EYFS Early Learning Goals for number, shape, space and measures | 111 | ||
| Teachers’ Standards and Teachers’ Standards (early years) | 111 | ||
| Theoretical perspectives and pedagogical links | 112 | ||
| Child development and mathematical knowledge | 112 | ||
| Characteristics of good-quality teaching and learning with digital technology | 113 | ||
| Mathematics, independent learning and digital technology | 114 | ||
| Commentary on case study | 114 | ||
| Resources | 115 | ||
| Mathematics, capability and digital technology | 115 | ||
| Mathematics, creativity and digital technology | 115 | ||
| Mathematics, quality and digital technology | 116 | ||
| Commentary on case study | 116 | ||
| Mathematics, scope and digital technology | 117 | ||
| Websites | 117 | ||
| International perspective | 118 | ||
| Conclusion | 118 | ||
| Recommended further reading and product reviews | 118 | ||
| References | 118 | ||
| 10 Expressive arts and design | 120 | ||
| Commentary on case study | 121 | ||
| Affordances of technology and creative expression | 123 | ||
| The remix | 124 | ||
| Visual exploration, experimentation and expression | 124 | ||
| Exploring light, colours and magnified images | 124 | ||
| Painting, provisionality and risk-taking | 124 | ||
| Additionality | 125 | ||
| Photography | 127 | ||
| Video: visual and aural expression | 128 | ||
| Commentary on case study | 129 | ||
| Music | 130 | ||
| International perspective: Italy | 131 | ||
| Conclusion | 131 | ||
| Recommended further reading | 132 | ||
| References | 132 | ||
| 11 Technologies for inclusion | 134 | ||
| Assistive and adaptive technology | 135 | ||
| Recapping technology affordances: personalisation, provisionality and multimodality | 138 | ||
| Using labels when identifying learning needs | 138 | ||
| Sensory and/or physical needs | 139 | ||
| Hearing impairment | 139 | ||
| Visual impairment | 140 | ||
| Physical needs | 140 | ||
| Communication and interaction | 141 | ||
| Autism | 142 | ||
| Cognition and learning | 143 | ||
| Dyslexia | 143 | ||
| Social, emotional and mental health difficulties | 144 | ||
| English as an additional language (EAL) | 145 | ||
| Commentary on case study | 146 | ||
| International perspective | 146 | ||
| Conclusion | 146 | ||
| Recommended further reading | 147 | ||
| References | 147 | ||
| 12 Safeguarding and welfare | 149 | ||
| Professional responsibilities and rights | 150 | ||
| The Office for Standards in Education, Children’s Services and Skills (Ofsted) Inspection Guidance | 151 | ||
| Theoretical perspectives and pedagogical links | 152 | ||
| Information and records | 152 | ||
| Data protection | 152 | ||
| Capturing, storing and sharing digital data | 153 | ||
| Personal mobile phones | 153 | ||
| Commentary on case study | 153 | ||
| Cloud-based record keeping systems | 154 | ||
| Online safety education | 156 | ||
| Digital footprints and online professional reputation | 158 | ||
| Auditing your profile and privacy settings | 158 | ||
| Research projects and training assignments | 159 | ||
| International perspective | 159 | ||
| Conclusion | 160 | ||
| Recommended further reading and product reviews | 160 | ||
| References | 161 | ||
| 13 Conclusion | 163 | ||
| Where next? | 164 | ||
| The Internet of Things (IoT) | 164 | ||
| Wearable(s) technology | 165 | ||
| Connectivism | 166 | ||
| Bloom’s digital taxonomy | 167 | ||
| International Society for Technology in Education | 167 | ||
| Recommended further reading | 169 | ||
| References | 169 | ||
| Index | 171 |