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Technology-enhanced learning in the early years foundation stage

Technology-enhanced learning in the early years foundation stage

Savage, Moira, author; Barnett, Anthony, author

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

Book. English.
Published St. Albans: Critical Publishing, 2017
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  • The Hive – Three available in Level 3: Main Collection 372.210785/SAV

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Details

Statement of responsibility: Moira Savage & Anthony Barnett
ISBN: 191110618X, 9781911106180
Note: Includes bibliographical references and index.
Physical Description: 175 pages : illustrations ; 25 cm.
Series: Early years
Subject: Technology and children.; Early childhood education Computer-assisted instruction.; Educational technology.
Series Title: Early years.

Contents

  1. 1. Overview of chapters
  2. &#13
  3. 2. Introduction to the case studies
  4. &#13
  5. 3. What is technology-enhanced learning and teaching?
  6. &#13
  7. 4. Key debates and research evidence
  8. &#13
  9. 5. Understanding the world: technology
  10. &#13
  11. 6. Communication and language
  12. &#13
  13. 7. Physical development
  14. &#13
  15. 8. Personal, social and emotional development
  16. &#13
  17. 9. Literacy
  18. &#13
  19. 10. Mathematics
  20. &#13
  21. 11. Expressive arts and design
  22. &#13
  23. 12. Technologies for inclusion
  24. &#13
  25. 13. Safeguarding and welfare
  26. &#13
  27. 14. Conclusion

Author note

Moira Savage entered the education profession in 1994 as a primary school teacher and became increasingly involved in ICT staff development culminatingĀ 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.

Michelle Rogers is course leader for the foundation degree in early years at the University of Worcester. While at Worcester Michelle has been involved with curriculum development and designing online learning environments and is currently collaboratively designing an online top-up degree and MA. Joint TEL lead for the Institute for Education, Michelle is leading the online development and design of International programmes for the Centre for Early Childhood in which she is based. Michelle's interests are in autism in early years, behaviour conductive disorders, early development psychology and enhancing the learning environment. Her current research interests revolve around teaching and learning, online learning, the student experience, online curriculum development and online communities of practice for both children and adults.

Back cover copy

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.