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dc.contributor.authorHowell, Jennifer
dc.contributor.authorMcDonald, S.
dc.contributor.editorYang, Zongkai, Yang, Harrison Hao, Wu,Di & Liu, Sanya
dc.date.accessioned2017-01-30T12:34:22Z
dc.date.available2017-01-30T12:34:22Z
dc.date.created2014-02-11T20:00:31Z
dc.date.issued2013
dc.identifier.citationHowell, Jennifer and McDonald, Susan. 2013. Digital play: The use of creative technologies in the early years, in Yang, Z., Yang, H., Wu,D. and Liu, S. (ed), Transforming K-12 classrooms with digital technology, pp. 193-207. Hershey: IGI Global.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/22921
dc.identifier.doi10.4018/978-1-4666-4538-7.ch010
dc.description.abstract

This chapter showcases a new framework (Technology and Play Framework) for teachers to consider when planning the use of digital technologies in the early years of formal schooling. It also presents the findings from a pilot study conducted with an F-1 (Foundation year and year 1) class in an Australian primary school that demonstrated how this framework could direct the effective use of a specific digital technology in terms of student learning outcomes with particular focus on literacy and numeracy. While play is recognised as an essential component of good practice in early childhood settings, it needs to be reconsidered and aligned to incorporate emerging digital technologies and complementary pedogogical practices in order to support authentic learning.

dc.publisherInformation Science Reference (IGI Global)
dc.titleDigital play: The use of creative technologies in the early years
dc.typeBook Chapter
dcterms.source.startPage193
dcterms.source.endPage207
dcterms.source.titleTransforming K-12 classrooms with digital technology
dcterms.source.isbn9781466645387
dcterms.source.placeHershey, PA USA
dcterms.source.chapter1
curtin.department
curtin.accessStatusFulltext not available


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