Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 1-17 |
| Number of pages | 17 |
| Journal | Technology, Pedagogy and Education |
| Volume | 26 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 1 Jan 2017 |
Keywords
- digital disconnect
- early childhood
- technologies
Cite this
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Digital disconnect or digital difference? A socio-ecological perspective on young children’s technology use in the home and the early childhood centre. / Edwards, Susan; Henderson, Michael; Gronn, Donna; Scott, Anne; Mirkhil, Moska.
In: Technology, Pedagogy and Education, Vol. 26, No. 1, 01.01.2017, p. 1-17.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - Digital disconnect or digital difference?
T2 - A socio-ecological perspective on young children’s technology use in the home and the early childhood centre
AU - Edwards, Susan
AU - Henderson, Michael
AU - Gronn, Donna
AU - Scott, Anne
AU - Mirkhil, Moska
PY - 2017/1/1
Y1 - 2017/1/1
N2 - A digital disconnect perspective is founded on an assumption that technology use in the home is frequent, creative and generative, and that technology use in the early childhood centre should be the same as that found in the home. However, such arguments divert our attention from understanding the nature of the setting and thereby from an understanding of the role of technologies in education and at home. This study adopts a socio-ecological approach to explore the influence of setting, in particular the elements of activity, time, place and role on young children’s use of digital technologies. It concludes that technology use is characterised by different imperatives in each setting so that thinking about digital differences may be more productive than continuing to focus on the concept of disconnect.
AB - A digital disconnect perspective is founded on an assumption that technology use in the home is frequent, creative and generative, and that technology use in the early childhood centre should be the same as that found in the home. However, such arguments divert our attention from understanding the nature of the setting and thereby from an understanding of the role of technologies in education and at home. This study adopts a socio-ecological approach to explore the influence of setting, in particular the elements of activity, time, place and role on young children’s use of digital technologies. It concludes that technology use is characterised by different imperatives in each setting so that thinking about digital differences may be more productive than continuing to focus on the concept of disconnect.
KW - digital disconnect
KW - early childhood
KW - technologies
UR - http://www.scopus.com/inward/record.url?scp=84962568604&partnerID=8YFLogxK
U2 - 10.1080/1475939X.2016.1152291
DO - 10.1080/1475939X.2016.1152291
M3 - Article
VL - 26
SP - 1
EP - 17
JO - Technology, Pedagogy and Education
JF - Technology, Pedagogy and Education
SN - 1475-939X
IS - 1
ER -