iPads in the Early Years

Developing literacy and creativity

Michael Dezuanni (Queensland University of Technology, Australia), Karen Dooley, Sandra Gattenhof (Queensland University of Technology, Australia) , Linda Knight (The Queensland University of Technology, Australia)

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English

Routledge
26 January 2015

Literacy strategies; Pre-school & kindergarten; Primary & middle schools; PDAs & other handheld devices: consumer & user guides

Series: Routledge Research in Early Childhood Education

Digital devices, such as smart phones and tablet computers, are becoming commonplace in young children’s lives for play, entertainment, learning and communication. Recently, there has been a great deal of focus on the educational potential of these devices in both formal and informal educational settings. There is now an abundance of educational ‘apps’ available to children, parents, and teachers, which claim to enhance children’s early literacy and numeracy development, but to date, there has been very little formal investigation of the educational potential of these devices.

This book discusses the impact on children’s learning when iPads were introduced in three very different early years settings in Brisbane, Australia. It outlines how researchers worked with pre-school teachers and parents to explore how iPads can assist with letter and word recognition, the development of oral literacy and digital literacies and talk around play. Chapters consider the possibilities for using iPads for creativity and arts education through photography, storytelling, drawing, music creation and audio recording, and critically examine the literacies enabled by educational software available on iPads, and the relationship between digital play and literacy development.

iPads in the Early Years provides exciting insights into children’s digital culture and learning in the age of the iPad. It will be key reading for researchers, research students and teacher educators focusing on the early years, as well as those with an interest in the role of ICTS, and particularly tablet computers, in education.

By: Michael Dezuanni (Queensland University of Technology Australia), Karen Dooley, Sandra Gattenhof (Queensland University of Technology, Australia), Linda Knight (The Queensland University of Technology, Australia)
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions: Height: 234mm, Width: 156mm, Spine: 15mm
Weight: 408g
ISBN: 9781138778580
ISBN 10: 1138778583
Series: Routledge Research in Early Childhood Education
Pages: 186
Publication Date: 26 January 2015
Audience: College/higher education , Further / Higher Education
Format: Hardback
Publisher's Status: Active

Introduction 1. Literacy and Digital Culture in the Early Years 2. Arts Education and iPads in the Early Years 3. Drawing and Writing on the Screen 4. Digital Media Literacies in the Early Years 5. Drama, Storymaking and iPads in the Early Years 6. Visual Arts Learning With iPads 7. In and Out of Preschool Learning with iPads 8. Networking iPads into Preschool Spaces Conclusion

Michael Dezuanni is Deputy Director of the Children and Youth Research Centre, and a Senior Lecturer in the Creative Industries Faculty and Faculty of Education, Queensland University of Technology, Australia. Karen Dooley is Associate Professor at Queensland University of Technology, Australia. Sandra Gattenhof is Associate Professor and Head of Drama in the Creative Industries Faculty, Queensland University of Technology, Australia. Linda Knight is Senior Lecturer in the Faculty of Education, Queensland University of Technology, Australia.

Reviews for iPads in the Early Years: Developing literacy and creativity

This is essential reading for researchers, research students and teacher educators focusing on the early years, as well as those with an interest in the role of ICTs, and particularly tablet computers, in education - Martine Horvath, Early Years Educator, May 2015 Underlying the writing is reference to theory and pedagogical approaches. The authors present an honest account of the challenges of the research, discussing how adaptations to teaching were made/needed but also reporting the opportunities it created, which would not have been as accessible or possible without the use of iPads. The book concludes with five 'digital basics' to help people design learning for children. - Dr Anna Mary Cooper, University of Salford, The Psychologist