Technology-enhanced Learning in the Early Years Foundation Stage

Moira Savage, Anthony Barnett, Michelle Rogers

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English

Critical Publishing Ltd
05 May 2017

Pre-school & kindergarten; Educational equipment & technology, computer-aided learning (CAL)

Series: Early Years

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.

By: Moira Savage, Anthony Barnett, Michelle Rogers
Imprint: Critical Publishing Ltd
Country of Publication: United Kingdom
Dimensions: Height: 246mm, Width: 174mm, Spine: 10mm
Weight: 340g
ISBN: 9781911106180
ISBN 10: 191110618X
Series: Early Years
Pages: 184
Publication Date: 05 May 2017
Audience: Professional and scholarly , Undergraduate
Format: Paperback
Publisher's Status: Active

1. Overview of chapters 2. Introduction to the case studies 3. What is technology-enhanced learning and teaching? 4. Key debates and research evidence 5. Understanding the world: technology 6. Communication and language 7. Physical development 8. Personal, social and emotional development 9. Literacy 10. Mathematics 11. Expressive arts and design 12. Technologies for inclusion 13. Safeguarding and welfare 14. Conclusion

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.