Crayons and IPads Learning and Teaching of Young Children in the Digital World
A timely addition to the SAGE Swift Series, Crayons and iPads examines the use of digital technology in the early stages of child development and the way in which learning techniques have evolved in classrooms across the world. Taking the position that tablets provide an accessible learning and inst...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | E-Book |
| Sprache: | Englisch |
| Veröffentlicht: |
London
SAGE Publications, Limited
2017
SAGE Publications Ltd Sage Publications |
| Ausgabe: | 1 |
| Schriftenreihe: | SAGE swifts |
| Schlagworte: | |
| ISBN: | 1473915996, 9781473915992 |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| Abstract | A timely addition to the SAGE Swift Series, Crayons and iPads examines the use of digital technology in the early stages of child development and the way in which learning techniques have evolved in classrooms across the world. Taking the position that tablets provide an accessible learning and instructional tool, Debra Harwood explores how tablets can be used to provoke, ignite, and excite children’s interest in the world around them, arguing that it is through this engagement with technology that new discoveries are made and learning takes place. Guiding readers through research-based insights into children’s thinking, interactions and being, Crayons and iPads offers an important starting point upon which to build play and inquiry-based learning opportunities within early learning programs. |
|---|---|
| AbstractList | Crayons and iPads examines the use of digital technology in the early stages of child development, and the way in which learning techniques have evolved in classrooms across the world.
Harwood explores how tablets can be used to provoke, ignite and excite children's interest in the world around them, performing as accessible learning and instructional tools, and argues that it is through this engagement with technology that new discoveries are made and learning takes place.
Guiding readers through research-based insights into children's thinking, interactions and being, Crayons and iPads offers an important starting point upon which to build play and inquiry-based learning opportunities within early learning programs, and will appeal to both educators and researchers across child development, early years education, and digital literacy. Examines the use of digital technology in the early stages of child development and the way in which learning techniques have evolved in classrooms across the world. A timely addition to the SAGE Swift Series, Crayons and Ipads examines the use of digital technology in the early stages of child development and the way in which learning techniques have evolved in classrooms across the world. Taking the position that tablets provide an accessible learning and instructional tool, Debra Harwood explores how tablets can be used to provoke, ignite and excite children's interest in the world around them, arguing that it is through this engagement with technology that new discoveries are made and learning takes place. Guiding readers through research-based insights into children's thinking, interactions and being, Crayons and Ipads offers an important starting point upon which to build play and inquiry-based learning opportunities within early learning programs. A timely addition to the SAGE Swift Series, Crayons and iPads examines the use of digital technology in the early stages of child development and the way in which learning techniques have evolved in classrooms across the world. Taking the position that tablets provide an accessible learning and instructional tool, Debra Harwood explores how tablets can be used to provoke, ignite, and excite children’s interest in the world around them, arguing that it is through this engagement with technology that new discoveries are made and learning takes place. Guiding readers through research-based insights into children’s thinking, interactions and being, Crayons and iPads offers an important starting point upon which to build play and inquiry-based learning opportunities within early learning programs. |
| Author | Harwood, Debra |
| Author_xml | – sequence: 1 fullname: Harwood, Debra |
| BookMark | eNqNkM1LAzEQxSNasa09ePDem3ioTj4nOdqlaqGgB_Easkm2YpeNNtXif-_qVtCbh2EY5veGN29ADprUREJOKVwIyuWlQU0FckMVULZHRj8zQ8rEPhl0S2mM6pEBA4qGK1BwSPpGa4pSCX1ERjk_AwDjrC3dJyfF2n2kJo9dE8bzexfyMelVrs5xtOtD8ng9eyhuJ4u7m3lxtZg4biTySUAZuK50SUELVWlWmYCtOR4oel9y773xgFKWVQwlCwg8aDRKoo-uNIoPyXl32OVV3OanVG-yfa9jmdIq21_fcfp_lomWhY7NbhntqknbOoblDqVgv8K0f8JsJWed5GWdXt9i3thv3Mdms3a1nU0LoZWQDPgnBKJsCA |
| Cites_doi | doi:10.1016/j.compedu.2013.10.014 doi:10.1080/07380569.2013.846716 doi:10.1002/trtr.1490 doi:10.1111/jcal.12044 doi:10.1080/15391523.2010.10782562 doi:10.1080/02681102.2011.625925 doi:10.1177/0004944114523368 doi:10.1080/1369118X.2014.891633 doi:10.1080/03054985.2014.933005 doi:10.1007/s10566-013-9214-1 doi:10.1016/j.compedu.2011.12.018 doi:10.1080/1475939X.2013.864697 doi:10.1177/1461444804042519 doi:10.1177/1468798414533560 doi:10.1007/s10639-006-9019-z doi:10.1111/1469-7610.ep11903728 doi:10.1111/j.1467-8535.2012.01323.x doi:10.1177/0741088313496383 doi:10.1080/00405841.2015.1010847 doi:10.1080/07380569.2012.657994 doi:10.1177/1476718X0421003 doi:10.1016/j.giq.2007.04.006 |
| ContentType | eBook |
| Copyright | SAGE Publications Ltd 1 Oliver’s Yard |
| Copyright_xml | – notice: SAGE Publications Ltd 1 Oliver’s Yard |
| DEWEY | 372.133441675 |
| DOI | 10.4135/9781473916012 |
| DatabaseTitleList | |
| DeliveryMethod | fulltext_linktorsrc |
| Discipline | Education |
| EISBN | 9781473927124 1473927129 9781473916012 1473916011 1473927137 9781473927131 |
| Edition | 1 |
| ExternalDocumentID | 9781473927131 9781473927124 10_4135_9781473916012 EBC4864520 |
| GroupedDBID | -L2 20A 38. AAAVH AABBV AADUX AAOMS AAQSJ AARMI AASTI ABARN ABBFG ABFDW ABQPQ ABVIT ABYXE ACEEQ ACGOZ ACGYG ACLAL ACLGV ACNNW ACNUM ACOSX ADVEM AELST AERYV AEXHG AFAVS AFCMK AFCYY AHRFW AHWGJ AIJYF AIZKB AJFER AKDUQ AKQZE ALEYT ALIUS ALMA_UNASSIGNED_HOLDINGS AZZ BBABE BPEYE BTABM CUESX CZZ DGDXB FKDZV JJU K0. K0~ MZ0 N-. N-X N-~ SAOQS X36 XV4 XV6 |
| ID | FETCH-LOGICAL-a39573-d75d38f8b10846f82f9d79163d17ccb3ccc9c0755bfedb2d703d879657ceab963 |
| ISBN | 1473915996 9781473915992 |
| IngestDate | Fri Sep 12 03:44:41 EDT 2025 Fri Nov 08 04:46:49 EST 2024 Thu Jul 17 13:06:45 EDT 2025 Wed Nov 26 04:09:54 EST 2025 |
| IsPeerReviewed | false |
| IsScholarly | false |
| LCCN | 2017936060 |
| LCCallNum_Ident | LB1139.35.C64 |
| Language | English |
| LinkModel | OpenURL |
| MergedId | FETCHMERGED-LOGICAL-a39573-d75d38f8b10846f82f9d79163d17ccb3ccc9c0755bfedb2d703d879657ceab963 |
| OCLC | 988175648 |
| PQID | EBC4864520 |
| PageCount | 153 |
| ParticipantIDs | askewsholts_vlebooks_9781473927131 askewsholts_vlebooks_9781473927124 sage_knowledgebooks_10_4135_9781473916012 proquest_ebookcentral_EBC4864520 |
| PublicationCentury | 2000 |
| PublicationDate | 2017 2017-04-24 2017-05-24 |
| PublicationDateYYYYMMDD | 2017-01-01 2017-04-24 2017-05-24 |
| PublicationDate_xml | – year: 2017 text: 2017 |
| PublicationDecade | 2010 |
| PublicationPlace | London |
| PublicationPlace_xml | – name: London – name: 55 City Road London |
| PublicationSeriesTitle | SAGE swifts |
| PublicationYear | 2017 |
| Publisher | SAGE Publications, Limited SAGE Publications Ltd Sage Publications |
| Publisher_xml | – name: SAGE Publications, Limited – name: SAGE Publications Ltd – name: Sage Publications |
| References | Bourdieu, P. (1986). The forms of capital. In J. Richardson (Eds.), Handbook of theory and research for the sociology of education (pp. 46–58). New York, NY: Greenwood. Flewitt, Messer, Kucirkova; 15 Frost, J. L. (2009). A history of children’s play and play environments: Toward a contemporary child-saving movement. New York, NY: Routledge. Burke, A. M., & Marsh, J. (2013). Children’s virtual play worlds: Culture, learning, and participation. New York, NY: Peter Lang. Dyson; 30 Chiarotto, L. (2011). Natural curiosity: Building children’s understanding of the world through environmental inquiry: A resource for teachers. Toronto, ON: Ontario Institute for Studies in Education: University of Toronto Press. Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice. Wakefield, MA: CAST. Ontario Ministry of Education. (2015). The kindergarten program. Toronto, ON: Queen’s Printer for Ontario. Falloon, Khoo; 77 Kagohara, van der Meer, Ramdoss, O’Reilly, Lancioni, Davis, Green; 34 Avrith, T. (2014, May). Digital student portfolios: Redefining assessment using GAFE and iPads. Lecture presented at CONNECT Conference in Niagara Falls, ON. Harwood, Bajovic, Woloshyn, Di Cesare, Lane, Scott; 1 Kervin, Mantei; 16 Di Cesare, D. M., & Kaczorowski, T. (2014, October). Bypassing barriers and securing solutions: A paradigm shift in mobile technology implementation. Lecture presented at NYS CEC Conference in Syracuse, NY. Rose, D. H., Hasselbring, T. S., Stahl, S., & Zabala, J. (2005). Assistive technology and universal design for learning: Two sides of the same coin. Handbook of special education technology research and practice, 507–518. Carr, M. (2001). Assessment in early childhood settings: Learning stories. London, UK: Sage. Fullan, M. (2013). Stratosphere. Toronto, ON: Pearson Canada. Duskey Ringer, S. (2011). Goodnight, goodnight construction site. San Francisco, CA: Chronicle Books. Gonzales, A. L., Ems, L., & Suri, R. (2014). Cell phone disconnection disrupts access to healthcare and health resources: A technology maintenance perspective. New Media & Society. doi:. Beishuizen, J. (2011). Fostering self-regulated learning in technology enhanced learning environments: Evidence from empirical research. In R. Carneiro, P. Lefrere, K. Steffens, & J. Underwood (Eds.), Self-regulated learning in technology enhanced environments: A European perspective (Vol. 5). Rotterdam, The Netherlands: Sense Publishers. Januszewski, A. & Molenda, M., (2008). Educational Technology: A Definition with Commentary. London and New York: Routledge. Thiel; 93 What Works Clearinghouse. (2011). Peer assisted learning strategies (WWC Intervention Report). Retrieved from http://ies.ed.gov/ncee/wwc/pdf/intervention_reports/wwc_pals_060512.pdf Kalliala, M. (2006). Play culture in a changing world-Debating play series. Maidenhead, UK: Open University Press. Dietze, B., & Kashin, D. (2011). Playing and learning in early childhood education. Toronto, ON: Pearson. Flewitt, R. (2008). Multimodal literacies. In J. Marsh & E. Hallet (Eds.), Desirable literacies: Approaches to language and literacy in the early years (pp. 122–139). London, UK: Sage. Hermans, Tondeur, van Braak, Valcke; 51 Miller, Krockover, Doughty; 50 Wein, C. A. (2008). Emergent curriculum in the primary classroom. New York, NY: Teachers College Press. Wang, Kinzie, McGuire, Pan; 37 Neumann, S., Copple, C., & Bredekamp, S. (2000). Learning to read and write: Developmentally appropriate practices for young children. Washington, DC: National Association for the Education of Young Children. Edwards, S. (2013b). Post-industrial play: Understanding the relationship between traditional and converged forms of play in the early years. In A. Burke & J. Marsh (Eds.), Children’s virtual worlds: Culture, learning and participation (pp. 10–25). New York, NY: Peter Lang Publishing. Lackney; 18 Troia, G. A. (2006). Writing instruction for students with learning disabilities. In C. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 324–326). New York, NY: Guilford Press. New London Group. (2000). A pedagogy of multiliteracies: Designing social futures. In B. Cope & M. Kalanzis (Eds.), Multiliteracies: Literacy learning and the design of social futures (pp. 9–37). New York, NY: Routledge. Gee, J. (2004). Situated language and learning: A critique of traditional schooling. New York, NY: Routledge. Bishop, J., & Curtis, M. (Eds.). (2001). Play today in the primary school playground: Life, learning, and creativity. Buckingham, UK: Open University Press. Cullen, Richards, Frank; 23 Hughes, MacNaughton; 1 Kaczorowski, T. L. (2015). eWorkbooks for mathematics: A mobile technology intervention designed to support students with and without disabilities during independent practice of whole number multiplication and division (Doctoral dissertation). University at Buffalo, Buffalo, NY. Goouch; 28 Flewitt; 11 Luce-Kapler; 5 Vratulis, Winters; 1 Amiel; 14 Carr, M., & Lee, W. (2012). Learning stories: Constructing learner identities in early education. London, UK: Sage. Human Resources and Skills Development Canada. (2011). Disability in Canada: A 2006 profile. Ottawa, ON: Author. Retrieved from www.deslibris.ca/ID/228949 Cunningham; 12 Korat, Shamir; 50 Craft, A. (2000). Creativity across the primary curriculum: Framing and developing practice. New York, NY: Routledge. Blackwell, C. K., Wartella, E., Lauricella, A. R., & Robb, A. M. (2015). Technology in the lives of educators and early childhood programs: Trends in access, use, and professional development 2012–2014. Evanston, Illinois: Center on Media and Human Development at Northwestern University. Bruner, J. (1977). The process of education. Cambridge, MA: Harvard University Press. Kucirkova; 5 Kress, G. (1997). Before writing: Rethinking the paths to literacy, New York, NY: Routledge Press. Kalantzis; 1 Stein, P. (2008). Multimodal pedagogies in diverse classrooms: Representation, rights, and resources. London, UK: Routledge. Knobel, Wilber; 66 Edwards; 21 Prinsloo; 23 Armenta, Serrano, Cabrera, Conte; 18 Falloon; 30 Prensky; 9 Vogel, Kennedy, Kwok; 20 Lancaster, L. (2003). Beginning at the beginning: How a young child constructs time multimodally. In G. Kress & C. Jewitt (Eds.), Multimodal literacy (pp. 107–122), London, UK: Peter Lang. Taylor, A. (2013). Reconfiguring the natures of childhood. New York, NY: Routledge. Maloch, Horsey; 66 Rideout, V. J., Vandewater, E. A., & Wartella, E. A. (2003). Zero to six: Electronic media in the lives of infants, toddlers, and preschoolers. Menlo Park, CA: Henry J. Kaiser Family Foundation. Retrieved from www.kff.org/entmedia/3378.cfm Loris Malaguzzi International Centre. (2016). Bordercrossings exhibit. Reggio Emilia, Italy. Winters, Vratulis; 13 Hlodan; 60 Ciampa, Gallagher; 30 Edmiston, B. (2008). Forming ethical identities in early childhood play: Contesting early childhood series. New York, NY: Routledge. Vasudevan, Schultz, Bateman; 27 Marsh; 46 Attewell; 74 Jewitt, C., & Kress, G. (Eds.). (2003). Multimodal literacy. New York, NY: Peter Lang. Zigmond, Kloo, Volonino; 17 Cobb-Moore, Danby, Farrell; 44 Wu, Wu, Chen, Kao, Lin, Huang; 59 Colbert, J. (2012). Welcome to a world of possibilities: Exploring digital technology in early childhood education. Retrieved from www.elp.co.nz/files/colbert_j_welcome_to_a_world_of_possibilities.pdf Chen, B., Gallagher-Mackay, K., & Kidder, A. (2014). Digital learning in Ontario schools: The ‘new normal.’ People for Education. Retrieved from www.peopleforeducation.ca/wp-content/uploads/2014/03/digital-learning-2014-WEB.pdf Archer, A. L., & Hughes, C. A. (2010). Explicit instruction: Effective and efficient teaching. New York, NY: Guilford Press. Phillips, Zhao; 5 McLuhan, M. (1964). Understanding media: The extensions of man. Cambridge, MA: MIT press. Clements, Sarama; 11 Di Cesare, D. M., Harwood, D., Julien, K., & Scott, K. (2015). There’s an app for that? Examining and fostering early childhood educator’s content knowledge & use of iPads within early learning contexts. Unpublished raw data. Schwartzman, H. (1976). Children’s play: A sideways glance at make-believe. In D. F. Lancy & B. A. Tindall (Eds.), The study of play: Problems and prospects (pp. 208–215). New York, NY: Leisure Press. Atkinson; 39 Cavanaugh; 36 Dahlberg, G., & Lenz Taguchi, H. (1994). Preschool and school: Two different traditions and the vision of a meeting-place. Stockholm, SE: HLS Förlag. Kucirkova, Messer, Sheehy, Panadero; 71 Copple, C., Bredekamp, S., & National Association for the Education of Young Children. (Eds.). (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3rd ed.). Washington, DC: National Association for the Education of Young Children. Wohlwend, K. E. (2011). Playing their way into literacies: Reading, writing, and belonging in the early childhood classroom. New York, NY: Teachers College Press. Bodrova, E., & Leong, D. (2010). Revisiting Vygotskian perspectives on play and pedagogy. In S. Rogers (Ed.), Rethinking play and pedagogy in early childhood education: Concepts, contexts, and cultures (pp. 60–73). New York, NY: Taylor & Francis. Wong; 17 Hashey, A. I. (2015). A technology-enhanced approach to self-regulated strategy development: Engaging adolescents with emotional and behavioral disorders in argumentative writing (doctoral dissertation). University at Buffalo, Buffalo, NY. Vygotsky, L. (1962). Thought and language. (E. Hanfmann & G. Vakar, Trans.). Cambridge, MA: MIT Press. Common Sense Media. (2013). Zero to eight: Children’s media use in America 2013. Retrieved from www.commonsensemedia.org/research/zero-to-eight-childrens-media-use-in-america-2013 Hatherly, Chapman; 25 Allington, Gabriel; 69 Buchholz, Shively, Peppler, Wohlwend; 21 Hayles, K. (2012). How we think: Digital media and contemporary technogenesis. Chicago, IL: University of Chicago Press. Baker, Zigmond; 56 Perez, L. (2013). Mobile learning for all: Supporting accessibility with the i |
| References_xml | – volume: 72 start-page: 68 end-page: 79 article-title: Teacher roles in designing technology-rich learning activities for early literacy: A cross-case analysis publication-title: Computers & Education doi: doi:10.1016/j.compedu.2013.10.014 – reference: Vandewater, E. A., Rideout, V. J., Wartella,E. A., Xuan Huang, Lee, J. H. & Shim, M. (2007). Digital childhood: electronic media and technology use among infants, toddlers, and preschoolers. http://pediatrics.aappublications.org/content/119/5/e1006..info – reference: Chen, B., Gallagher-Mackay, K., & Kidder, A. (2014). Digital learning in Ontario schools: The ‘new normal.’ People for Education. Retrieved from www.peopleforeducation.ca/wp-content/uploads/2014/03/digital-learning-2014-WEB.pdf – reference: Gee, J. (2004). Situated language and learning: A critique of traditional schooling. New York, NY: Routledge. – reference: Rose, S. (2012). Putting narrative documentation to work: A search for educational abundance. Unpublished doctoral dissertation, Fredericton, NB: University New Brunswick. – reference: Flewitt, R. (2008). Multimodal literacies. In J. Marsh & E. Hallet (Eds.), Desirable literacies: Approaches to language and literacy in the early years (pp. 122–139). London, UK: Sage. – volume: 9 start-page: 107 issue: 1 end-page: 120 article-title: Crayons & iPads: Children’s meaning making in a digital world publication-title: An Leanbh Og (The Young Child) Journal – reference: Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press. – reference: Loris Malaguzzi International Centre. (2016). Bordercrossings exhibit. Reggio Emilia, Italy. – volume: 40 start-page: 24 issue: 1 end-page: 27 article-title: First graders with iPads? publication-title: Learning & Leading with Technology – reference: Colbert, J. (2012). Welcome to a world of possibilities: Exploring digital technology in early childhood education. Retrieved from www.elp.co.nz/files/colbert_j_welcome_to_a_world_of_possibilities.pdf – reference: Edmiston, B. (2008). Forming ethical identities in early childhood play: Contesting early childhood series. New York, NY: Routledge. – reference: Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. – volume: 25 start-page: 219 issue: 2/3 end-page: 270 article-title: Young children’s motivation to read and write: Development in social contexts publication-title: Cognition & Instruction – volume: 34 start-page: 221 end-page: 235 article-title: Digital divide research, achievements, and shortcomings publication-title: Poetics – volume: 20 start-page: 83 issue: 1 end-page: 99 article-title: Researching children’s place and space publication-title: Journal of Curriculum Theorizing – reference: Evans, J. (2005). Literacy moves on: Popular culture, new technologies, and critical literacy in the elementary classroom. Portsmouth, NH: Heinemann. – volume: 5 start-page: 36 issue: 1 end-page: 45 article-title: Predictors of assistive technology abandonment publication-title: Assistive Technology – volume: 23 start-page: 172 issue: 2 end-page: 190 article-title: The benefits of a challenge: Student motivation and flow experience in tablet-PC-game-based learning publication-title: Interactive Learning Environments – reference: Kalliala, M. (2006). Play culture in a changing world-Debating play series. Maidenhead, UK: Open University Press. – reference: Winters, K., McLauchlan, D., & Fournier. (2015). ‘You do this and I’ll do that’: Co- authorship, authority, and playbuilding in a Canadian community based project for impoverished youth. In M. Carter, M. Prendergast, & G. Belliveau (Eds.), Drama, theatre and performance education in Canada: Classroom and community contexts (pp. 74–85). Ottawa, ON: Canadian Association for Teacher Education Polygraph Series. – reference: Kultti, A., & Oldenbring, Y. (2015). Collective and individual dimensions in peer positioning in early childhood education, Early Child Development and Care, 185 (6). – reference: Armstrong, A., & Casement, C. (2000). The child and the machine: How computers put our children’s education at risk. Beltsville, MD: Robins Lane Press. – volume: 30 start-page: 309 issue: 4 end-page: 328 article-title: Getting in touch: Use of mobile devices in the elementary classroom publication-title: Computers in the Schools doi: doi:10.1080/07380569.2013.846716 – reference: Blackwell, C. K., Wartella, E., Lauricella, A. R., & Robb, A. M. (2015). Technology in the lives of educators and early childhood programs: Trends in access, use, and professional development 2012–2014. Evanston, Illinois: Center on Media and Human Development at Northwestern University. – reference: Hayles, K. (2012). How we think: Digital media and contemporary technogenesis. Chicago, IL: University of Chicago Press. – reference: Dahlberg, G., & Lenz Taguchi, H. (1994). Preschool and school: Two different traditions and the vision of a meeting-place. Stockholm, SE: HLS Förlag. – volume: 15 start-page: 389 end-page: 408 article-title: Classroom competencies and marginal positionings publication-title: British Journal of Sociology of Education – volume: 60 start-page: 682 issue: 9 end-page: 682 article-title: Mobile learning anytime, anywhere publication-title: BioScience – volume: 5 start-page: 1 end-page: 3 article-title: iPads in early education: Separating assumptions and evidence publication-title: Frontiers in Education – reference: Ontario Ministry of Education. (2014). How does learning happen? Ontario’s pedagogy for the early years. Toronto, ON: Queen’s Printer for Ontario. – reference: Neumann, S., Copple, C., & Bredekamp, S. (2000). Learning to read and write: Developmentally appropriate practices for young children. Washington, DC: National Association for the Education of Young Children. – reference: Olsson, L. M. (2009). Movement and experimentation in young children’s learning: Deleuze and Guattari in early childhood educations. New York, NY: Routledge. – reference: Carrington, V. (2013). An argument for assemblage theory: Integrated spaces, mobility, policentricity. In A. Burke & J. Marsh (Eds.), Children’s virtual play worlds: Culture, learning and participation (pp. 200–216). New York, NY: Peter Lang. – volume: 19 start-page: 18 issue: 4 end-page: 19 article-title: Technology and interactive media as tools in early childhood programs serving children from birth through age 8 publication-title: Every Child – reference: Ofcom. (2013). Children and parents: Media use and attitudes report. Retrieved from http://stakeholders.ofcom.org.uk/market-data-research/other/research-publications/childrens/children-parents-oct-2013/ – reference: Gonzales, A. L., Ems, L., & Suri, R. (2014). Cell phone disconnection disrupts access to healthcare and health resources: A technology maintenance perspective. New Media & Society. doi:. – reference: Lensmire, T. (2000). Powerful writing, responsible teaching. New York, NY: Teachers College Press. – reference: Kay, K. (2010). 21st century skills: Why they matter, what they are, and how we get there. In J. Bellanca & R. Brandt (Eds.), 21st century skills: Rethinking how students learn (pp. xiii–xxxi). Bloomington, IN: Solution Tree Press. – volume: 70 start-page: 197 issue: 2 end-page: 205 article-title: Free play or tight spaces? Mapping participatory literacies in apps publication-title: The Reading Teacher doi: doi:10.1002/trtr.1490 – reference: Zosh, J. M., Hirsh-Pasek, K., Golinkoff, R. M., & Parish-Morris, J. (2016). Learning in the digital age: Putting education back in educational apps for young children. Encyclopedia on early childhood development. Retrieved from www.child-encyclopedia.com/sites/default/files/textes-experts/en/4738/learning-in-the-digital-age-putting-education-back-in-educational-apps-for-young-children.pdf – reference: Burke, A. M., & Marsh, J. (2013). Children’s virtual play worlds: Culture, learning, and participation. New York, NY: Peter Lang. – volume: 37 start-page: 107 issue: 2 end-page: 116 article-title: Touching the virtual, touching the real: iPads enabling literacy for students experiencing disability publication-title: Australian Journal of Language and Literacy – reference: Wells, C. G. (1999). Dialogic inquiry: Towards a sociocultural practice and theory of education. New York, NY: Cambridge University Press. – volume: 5 start-page: 5 issue: 1 end-page: 28 article-title: Playing house: A ‘sideways’ glance at literacy and identity in early childhood publication-title: Journal of Early Childhood Literacy – reference: Marsh, J. (2014). Media, popular culture and play. In L. Brooker, M. Blaise, & S. Edwards (Eds.), The Sage handbook of play and learning in early childhood (pp. 403–414). London, UK: Sage. – volume: 47 start-page: 17 issue: 1 end-page: 25 article-title: The simultaneity of experience: Cultural identity, magical realism, and the artefactual in digital storytelling publication-title: Literacy – volume: 38 start-page: 329 issue: 3 end-page: 348 article-title: Implementation and effects of one-to-one computing initiatives: A research synthesis publication-title: Journal of research on technology in education – volume: 8 start-page: 23 issue: 1 end-page: 39 article-title: Young children’s play in online virtual worlds publication-title: Journal of Early Childhood Research – volume: 14 start-page: 319 issue: 3 end-page: 344 article-title: ‘I’ll do it my own way!’ A young child’s appropriation and recontextualization of school literacy practices in out-of-school spaces publication-title: Journal of Early Childhood Literacy – reference: Chiarotto, L. (2011). Natural curiosity: Building children’s understanding of the world through environmental inquiry: A resource for teachers. Toronto, ON: Ontario Institute for Studies in Education: University of Toronto Press. – reference: Farman, J. (2015). Stories, spaces, and bodies: The production of embodied space through mobile media storytelling. Communication Research and Practice, 101–116. doi:. – volume: 42 start-page: 231 issue: 4 end-page: 239 article-title: Touch screen tablets and emergent literacy publication-title: Early Childhood Education Journal – reference: Bishop, J., & Curtis, M. (Eds.). (2001). Play today in the primary school playground: Life, learning, and creativity. Buckingham, UK: Open University Press. – reference: Wohlwend, K. E. (2011). Playing their way into literacies: Reading, writing, and belonging in the early childhood classroom. New York, NY: Teachers College Press. – reference: U.S. Department of Education. (2014). 36th annual report to congress on the implementation of the Individuals with Disabilities Education Act, Parts B. and C. 2014. Washington, DC: U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs. – reference: Ontario Ministry of Education. (2015). The kindergarten program. Toronto, ON: Queen’s Printer for Ontario. – volume: 59 start-page: 30 issue: 1 end-page: 37 article-title: Preschool children’s learning with technology at home publication-title: Computers & Education – reference: Copple, C., Bredekamp, S., & National Association for the Education of Young Children. (Eds.). (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3rd ed.). Washington, DC: National Association for the Education of Young Children. – volume: 1 start-page: 53 issue: 1 end-page: 67 article-title: Intersecting spaces in early childhood education: Inquiry-based pedagogy and tablets publication-title: The International Journal of Holistic Early Learning and Development – reference: Lenz Taguchi, H. (2010). Going beyond the theory/practice divide in early childhood education: Introducing the intra-active pedagogy. London, UK: Routledge. – reference: Compaine, B. (2001). The digital divide: Facing a crisis or creating a myth? Cambridge, MA: MIT Press. – volume: 25 start-page: 138 issue: 1–3 end-page: 151 article-title: Fostering motivation for literacy in early childhood education using iPads publication-title: Computers in New Zealand Schools: Learning, Teaching, Technology – reference: Marsh, J., & Bishop, J. C. (2014). Changing play: Play, media and commercial culture from the 1950’s to the present day. Maidenhead, UK: Open University Press. – volume: 52 start-page: 9 issue: 1 end-page: 18 article-title: Examining the participation of preschool children in the writing center during free choice times publication-title: Reading Improvement – volume: 8 start-page: 19 issue: 1 end-page: 29 article-title: Digital natives come to preschool: Implications for early childhood practice publication-title: Contemporary Issues in Early Childhood – volume: 11 start-page: 149 issue: 2 end-page: 149 article-title: Young children engaging with technologies at home: The influence of family context publication-title: Journal of Early Childhood Research – volume: 13 start-page: 273 issue: 3 end-page: 304 article-title: Scaffolding complex learning: The mechanisms of structuring and problematizing student work publication-title: The Journal of the Learning Sciences – volume: 1 start-page: 16 issue: 1 end-page: 24 article-title: iPads as a literacy teaching tool in early childhood publication-title: International Journal of Education in Mathematics, Science, and Technology – volume: 35 start-page: 90 issue: 1 end-page: 103 article-title: The (Im)materiality of literacy: The significance of subjectivity to new literacies research publication-title: Discourse: Studies in the Cultural Politics of Education – reference: Wohlwend, K. E. (2014). Making, remaking, and reimagining the everyday: Play, creativity and popular media. In J. Rowsell & K. Pahl (Eds.), The routledge handbook of literacy studies (pp. 548–560). London, UK: Routledge. – volume: 13 start-page: 529 issue: 4 end-page: 554 article-title: Authored assemblages in a digital world: Illustrations of a child’s online, social, critical, and semiotic meaning making publication-title: Journal of Early Childhood Literacy – volume: 36 start-page: 111 issue: 1 end-page: 137 article-title: Performance feedback and teachers’ use of praise and opportunities to respond: A review of the literature publication-title: Education & Treatment of Children – volume: 34 start-page: 147 issue: 1 end-page: 156 article-title: Using iPods® and iPads® in teaching programs for individuals with developmental disabilities: A systematic review publication-title: Research in developmental disabilities – volume: 16 start-page: 39 issue: 2 end-page: 41 article-title: Keeping kids keen: Being influenced by the Reggio Emilia philosophy in a P-1 classroom publication-title: Educating Young Children – volume: 16 start-page: 437 issue: 4 end-page: 454 article-title: Distraction, privacy, and classroom design publication-title: Environment and Behavior – volume: 37 start-page: 105 issue: 2 end-page: 118 article-title: Graphic organizers and their effects on the reading comprehension of students with LD-A synthesis of research publication-title: Journal of Learning Disabilities – volume: 32 start-page: 187 issue: 2 end-page: 210 article-title: Weaving chains of affect and cognition: A young child’s understanding of CD-ROM talking books publication-title: Journal of Literacy Research – reference: Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham, NC: Duke University Press. – volume: 30 start-page: 318 issue: 4 end-page: 336 article-title: What’s going on behind the screens? Researching young students’ learning pathways using iPads publication-title: Journal of Computer-Assisted Learning doi: doi:10.1111/jcal.12044 – reference: Henderson, S., & Yeow, J. (2012, January). iPad in education: A case study of iPad adoption and use in a primary school. Paper presented at the 45th Hawaii International Conference on System Sciences, Honolulu, HI. – reference: Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourses (2nd ed.). London, UK: Routledge Taylor & Francis Group. – reference: Piaget, J. (2007). The child’s conception of the world. Lanham, MD: Rowman & Littlefield. – volume: 43 start-page: 75 issue: 1 end-page: 98 article-title: A tablet for young children? Exploring its viability for early childhood education publication-title: Early Childhood Education doi: doi:10.1080/15391523.2010.10782562 – reference: Fullan, M. (2013). Stratosphere. Toronto, ON: Pearson Canada. – reference: Januszewski, A. & Molenda, M., (2008). Educational Technology: A Definition with Commentary. London and New York: Routledge. – volume: 9 start-page: 590 issue: 4 end-page: 601 article-title: Instructional design interventions for supporting self-regulated learning: enhancing academic outcomes in postsecondary e-learning environments publication-title: Journal of Online Learning and Teaching – reference: Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press. – volume: 26 start-page: 59 issue: 4 end-page: 63 article-title: Evaluating the effectiveness of apps for mobile devices publication-title: Journal of Special Education Technology – reference: Bourdieu, P. (1977). Outline of a theory of practice. Cambridge, UK: Cambridge University Press. – volume: 45 start-page: 22 issue: 1 end-page: 46 article-title: Rereading ‘a pedagogy of multiliteracies’: Bodies, texts, and emergence publication-title: Journal of Literacy Research – volume: 77 start-page: 13 end-page: 28 article-title: Exploring young peoples’ talk in iPad-supported collaborative learning environments publication-title: Computers & Education – reference: Latour, B. (1992). We have never been modern. Cambridge, MA: Harvard University Press. – reference: Wein, C. A. (2008). Emergent curriculum in the primary classroom. New York, NY: Teachers College Press. – reference: Bourdieu, P. (1986). The forms of capital. In J. Richardson (Eds.), Handbook of theory and research for the sociology of education (pp. 46–58). New York, NY: Greenwood. – reference: Mayfield, M. (2001). Early childhood education and care in Canada: Contexts, dimensions, and issues. Toronto, ON: Prentice Hall. – reference: Levinas, E. (1989). Ethics as first philosophy. In S. Hand (Ed.), The Levinas reader. Oxford, UK: Blackwell Publishing. – volume: 41 start-page: 19 issue: 1 end-page: 24 article-title: A foray into the iPad world publication-title: Early Childhood Education – volume: 11 start-page: 7 issue: 1 end-page: 69 article-title: Strip mining for gold: Research and policy in educational technology – A response to ‘fool’s gold’ publication-title: AACE Journal – reference: Rowsell, J., Colquhoun, C., & Maues, F. (in press). Apps and autodidacts: Capturing reading processes and practices on iPads. In C. Burnett, G. Merchant, A. Simpson, & M. Walsh (Eds.), Mobile literacies and iPad pedagogies. New York, NY: Peter Lang. – reference: Rinaldi, C. (2004). Documentation and assessment: What is the relationship? In C. Guidici, C. Rinaldi, & M. Krechevsky (Eds.), Making learning visible: Children as individual and group learners (pp. 78–89). Cambridge, MA: Project Zero and Reggio Children. – reference: Beishuizen, J. (2011). Fostering self-regulated learning in technology enhanced learning environments: Evidence from empirical research. In R. Carneiro, P. Lefrere, K. Steffens, & J. Underwood (Eds.), Self-regulated learning in technology enhanced environments: A European perspective (Vol. 5). Rotterdam, The Netherlands: Sense Publishers. – reference: Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004). – reference: Vasquez, V. M., & Felderman, C. B. (2013). Technology and critical literacy in early childhood. New York, NY: Routledge. – volume: 209 start-page: 291 end-page: 310 article-title: Applying position theory to the analysis of classroom interactions: Mediating micro-identities, macro kinds, and ideologies of knowing publication-title: Linguistics and Education – volume: 11 start-page: 239 issue: 4 end-page: 248 article-title: The effect of varying rates of opportunities to respond to academic requests on the classroom behavior of students with EBD publication-title: Journal of Emotional and Behavioral Disorders – reference: Burnett, C. (2015). (Im)materialising literacies. In J. Rowsell & K. Pahl (Eds.), The Routledge handbook of literacy studies (pp. 520–531). London, UK: Routledge. – volume: 56 start-page: 20 issue: 3 end-page: 28 article-title: A breakthrough for Josh: How use of an iPad facilitated reading improvement publication-title: TechTrends – reference: Di Cesare, D. M., Harwood, D., Julien, K., & Scott, K. (2015). There’s an app for that? Examining and fostering early childhood educator’s content knowledge & use of iPads within early learning contexts. Unpublished raw data. – reference: Mascheroni, G., & OÓlafsson, K. (2014). Net children go mobile: Cross-national comparisons (No. Report D3.3). Milan, Italy: Educatt. – volume: 53 start-page: 913 issue: 3 end-page: 928 article-title: Analysis of studies of the effects of computer-assisted instruction on the mathematics performance of students with learning disabilities publication-title: Computers & Education – volume: 59 start-page: 817 issue: 2 end-page: 827 article-title: Review of trends from mobile learning studies: A meta-analysis publication-title: Computers & Education – volume: 68 start-page: 505 end-page: 521 article-title: Young students using iPads: App design and content influences on their learning pathways publication-title: Computers & Education – reference: Pahl, K., & Rowsell, J. (Eds.). (2006). Travel notes from the new literacy studies: Instances of practice. Clevedon, UK: Multilingual Matters. – reference: Corsaro, W. A. (2011). The sociology of childhood. Thousand Oaks, CA: Pine Forge Press. – volume: 10 start-page: 149 issue: 4 end-page: 159 article-title: Living in the iworld: Two literacy researchers reflect on the changing texts and literacy practices of childhood publication-title: English Teaching: Practice and Critique – volume: 2 start-page: 47 issue: 4 end-page: 59 article-title: The use of iPad technology in the kindergarten classroom: A quasi-experimental investigation of the impact on early literacy skills publication-title: Comprehensive Journal of Educational Research – reference: Chung, L., & do Prado Leite, J. C. S. (2009). On non-functional requirements in software engineering. In A. T. Borgida, V. Chaudhri, P. Giorgini, & E. Yu (Eds.), Conceptual modeling: Foundations and applications (pp. 363–379). Berlin, Germany: Springer. – volume: 23 start-page: 22 issue: 2 end-page: 25 article-title: Moving from rote to inquiry: Creating learning that counts publication-title: Library Media Connection – volume: 66 start-page: 20 issue: 6 end-page: 24 article-title: Let’s talk 2.0 publication-title: Educational Leadership – reference: Wohlwend, K. E., & Merchant, G. (2013). Learning, literacies and new technologies: The current context and future possibilities. In J. Larson & J. Marsh (Eds.), The SAGE handbook of early childhood literacy (pp. 575–587). London, UK: Sage. – volume: 50 start-page: 110 end-page: 124 article-title: The educational electronic book as a scaffolding tool for children’s emergent literacy in low versus middle SES groups publication-title: Computers & Education – reference: UNESCO. (2006). Understandings of literacy. Education for All Global Monitoring Report. Retrieved from www.unesco.org/education/GMR2006/full/chapt6_eng.pdf – reference: Carr, M. (2001). Assessment in early childhood settings: Learning stories. London, UK: Sage. – reference: Human Resources and Skills Development Canada. (2011). Disability in Canada: A 2006 profile. Ottawa, ON: Author. Retrieved from www.deslibris.ca/ID/228949 – reference: Di Cesare, D., Harwood, D., & Rowsell, J. (2016). It is real colouring? Mapping children’s im/material thinking in a digital world. In L. Mellinee & B. Guzzetti (Eds.), Handbook of research on the societal impact of digital media (pp. 69–93). New York, NY: IGI Global. – volume: 22 start-page: 23 issue: 1 end-page: 31 article-title: Opportunities to respond: A key component of effective instruction publication-title: Beyond Behavior – volume: 88 start-page: 144 end-page: 152 article-title: A is for avatar: Young children in literacy 2.0 worlds and literacy 1.0 schools publication-title: Language Arts – reference: Common Sense Media. (2013). Zero to eight: Children’s media use in America 2013. Retrieved from www.commonsensemedia.org/research/zero-to-eight-childrens-media-use-in-america-2013# – volume: 17 start-page: 75 issue: 2 end-page: 90 article-title: Mobile digital devices and preschoolers’ home multiliteracy practices publication-title: Language and Literacy – volume: 18 start-page: 133 issue: 2 end-page: 159 article-title: Teacher environmental competence in elementary school environments publication-title: Children Youth and Environments – volume: 66 start-page: 475 issue: 6 end-page: 485 article-title: Living inquiry: Learning from and about informational texts in a second-grade classroom publication-title: Reading Teacher – volume: 3 start-page: 2 end-page: 8 article-title: The digital world and the young child publication-title: ChildLinks – volume: 28 start-page: 93 issue: 1 end-page: 102 article-title: Understanding playful pedagogies, play narratives and play spaces publication-title: Early Years – volume: 22 start-page: 1 issue: 30 end-page: 15 article-title: Looking to the future: M-learning with the iPad publication-title: Computers in New Zealand Schools: Learning, Leading, Technology – reference: Malone, T. W., & Lepper, M. R. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. In R. E. Snow & M. J. Farr (Eds.), Aptitude, learning, and instruction: III. Conative and affective process analyses (pp. 223–253). Hillsdale, NJ: Erlbaum. – reference: Selouani, S., & Hamam, H. (2007). Social impact of broadband Internet: A case study in the Shippagan area, a rural zone in Atlantic Canada. Journal of Information, Information Technology & Organizations, 279–294. – volume: 89 start-page: 27 issue: 1 end-page: 33 article-title: Seven myths about young children and technology publication-title: Childhood Education – reference: What Works Clearinghouse. (2011). Peer assisted learning strategies (WWC Intervention Report). Retrieved from http://ies.ed.gov/ncee/wwc/pdf/intervention_reports/wwc_pals_060512.pdf – volume: 176 start-page: 22 end-page: 26 article-title: Making your environment ‘the third teacher’ publication-title: Exchange – volume: 11 start-page: 293 issue: 3 end-page: 310 article-title: Bringing ethnography to a multimodal investigation of early literacy in a digital age publication-title: Qualitative Research – volume: 33 start-page: 515 end-page: 543 article-title: Can I be with? Negotiating play entry in a bilingual school publication-title: Journal of Pragmatics – volume: 18 start-page: 345 issue: 4 end-page: 353 article-title: The new digital divide: The confluence of broadband penetration, sustainable development, technology adoption and community participation publication-title: Information Technology for Development doi: doi:10.1080/02681102.2011.625925 – volume: 33 start-page: 3 issue: 1 end-page: 18 article-title: Cognitive processing deficits and students with specific learning disabilities: A selective meta-analysis of the literature publication-title: Learning Disability Quarterly – volume: 58 start-page: 109 issue: 2 end-page: 122 article-title: An examination of touch screen tablets and emergent literacy in Australian pre-school children publication-title: Australian Journal of Education doi: doi:10.1177/0004944114523368 – reference: Archer, A. L., & Hughes, C. A. (2010). Explicit instruction: Effective and efficient teaching. New York, NY: Guilford Press. – reference: Daccord, T. (2013, May 28). The ‘evergreen’ iPad: Why all your apps should fit on one screen. Retrieved from www.eschoolnews.com/2013/05/28/the-evergreen-ipad-why-all-your-apps-should-fit-on-one-screen/ – reference: Jenkins, H. (2006). Convergence culture: Where old and new media collide. New York, NY: New York University Press. – reference: MediaSmarts. (2014). Young Canadians in a wired world, phase III: Life online. Retrieved from http://mediasmarts.ca/ycww/life-online – volume: 39 start-page: 53 issue: 3 end-page: 57 article-title: Beyond red week: Working with inquiry in early years settings publication-title: Canadian Children – volume: 18 start-page: 165 end-page: 178 article-title: The role of iPads in constructing collaborative learning spaces publication-title: Technology, Knowledge and Learning – reference: Jewitt, C., & Kress, G. (Eds.). (2003). Multimodal literacy. New York, NY: Peter Lang. – volume: 38 start-page: 1 end-page: 13 article-title: The effects of technology-mediated immediate feedback on kindergarten children’ attitudes, emotions, engagement, and learning outcomes during literacy skills development publication-title: Learning and Instruction – volume: 14 start-page: 147 issue: 2 end-page: 174 article-title: ‘Smart’ technologies in early years literacy education: A metanarrative of paradigmatic tensions in iPad use in an Australian preparatory classroom publication-title: Journal of Early Childhood Literacy – volume: 17 start-page: 189 issue: 4 end-page: 204 article-title: What, where, and how? Special education in the climate of full inclusion publication-title: Exceptionality – volume: 25 start-page: 2 issue: 1 end-page: 8 article-title: Students as integral contributors to teacher research publication-title: Talking Points – reference: Statista. (2016a). Number of available apps in the apple app store. Retrieved from www.statista.com/statistics/263795/number-of-available-apps-in-the-apple-app-store/ – volume: 61 start-page: 77 end-page: 90 article-title: Mobile learning technology based on iOS devices to support students with special education needs publication-title: Computers & Education – volume: 69 start-page: 10 issue: 6 end-page: 15 article-title: Every child, every day publication-title: Educational Leadership – volume: 20 start-page: 23 issue: 2 end-page: 40 article-title: Mismatched curriculum: One size does not fit all publication-title: Curriculum and Teaching – reference: Statista. (2016b). Most popular apple app store categories in March 2016, by share of available apps. Retrieved from www.statista.com/statistics/270291/popular-categories-in-the-app-store/ – volume: 9 start-page: 1 issue: 5 end-page: 1 article-title: Digital natives, digital immigrants Part 1 publication-title: On the Horizon – reference: Bodrova, E., & Leong, D. (2010). Revisiting Vygotskian perspectives on play and pedagogy. In S. Rogers (Ed.), Rethinking play and pedagogy in early childhood education: Concepts, contexts, and cultures (pp. 60–73). New York, NY: Taylor & Francis. – volume: 24 start-page: 63 issue: 1 end-page: 74 article-title: The technologisation of childhood? Young children and technology in the home publication-title: Children & Society – volume: 172 start-page: 50 end-page: 53 article-title: Growing a culture of inquiry: Observation as professional development publication-title: Exchange, The Early Readers’ Magazine – volume: 17 start-page: 503 issue: 4 end-page: 519 article-title: Revisiting the digital divide in Canada: The impact of demographic factors on access to the Internet, level of online activity, and social networking site usage publication-title: Information, Communication & Society doi: doi:10.1080/1369118X.2014.891633 – volume: 21 start-page: 278 issue: 4 end-page: 297 article-title: Hands on, hands off: Gendered access in crafting and electronics practices publication-title: Mind, Culture, and Activity – volume: 23 start-page: 525 issue: 5 end-page: 542 article-title: Challenging anthropocentric analysis of visual data: A relational materialist methodological approach to educational research publication-title: International Journal of Qualitative Studies in Education – volume: 20 start-page: 43 issue: 1 end-page: 63 article-title: Positioning: The discursive production of selves publication-title: Journal for the Theory of Social Behaviour – volume: 12 start-page: 19 issue: 2 end-page: 36 article-title: Literacy environment quality in preschool and children’s attitudes toward reading and writing publication-title: Literacy Teaching and Learning – reference: Dyson, A. H. (1997). Writing superheroes: Contemporary childhood, popular culture, and classroom literacy. New York, NY: Teachers College Press. – volume: 34 start-page: 478 issue: 4 end-page: 492 article-title: Negotiating the multiple realities of technology in literacy research and instruction publication-title: Reading Research Quarterly – reference: Hashey, A. (2014). Leveraging technology in self-regulated strategy development writing instruction: Improving persuasive wrting in adolescents with emotional and behavioral disorders. Unpublished study. – reference: Bruner, J. (1977). The process of education. Cambridge, MA: Harvard University Press. – reference: Singer, D. G., & Singer, J. L. (2005). Imagination and play in the electronic age. Cambridge, MA: Harvard University Press. – reference: Perez, L. (2013). Mobile learning for all: Supporting accessibility with the iPad. Thousand Oaks, CA: Corwin. – reference: McLuhan, M. (1964). Understanding media: The extensions of man. Cambridge, MA: MIT press. – reference: Rowsell, J., & Gallagher, T. (in press). Circuits, astronauts, and dancing oranges: Documenting networked knowledge on iPads. In S. Nichols & M. de Courcy (Eds.), Languages and literacies as mobile and placed resources (pp. 45–60). London, UK: Routledge. – volume: 52 start-page: 66 issue: 1 end-page: 68 article-title: Digital literacies go to school: Potholes and possibilities publication-title: Journal of Adolescent and Adult Literacy – volume: 40 start-page: 482 issue: 4 end-page: 482 article-title: The sociology of education and digital technology: Past, present and future publication-title: Oxford Review of Education doi: doi:10.1080/03054985.2014.933005 – volume: 46 start-page: 40 issue: 1 end-page: 47 article-title: Children and place: Reggio Emilia’s environment as third teacher publication-title: Theory into Practice – reference: Taylor, A. (2013). Reconfiguring the natures of childhood. New York, NY: Routledge. – reference: Di Cesare, D. M. (2014, November). Apps for inquiry: Using mobile technology to support inquiry based practices. Lecture presented at CEC TED in Indianapolis, IN. – volume: 37 start-page: 381 issue: 5 end-page: 389 article-title: Applying technology to inquiry-based learning in early childhood education publication-title: Early Childhood Education Journal – reference: Hashey, A. I. (2015). A technology-enhanced approach to self-regulated strategy development: Engaging adolescents with emotional and behavioral disorders in argumentative writing (doctoral dissertation). University at Buffalo, Buffalo, NY. – reference: Kaczorowski, T. L. (2015). eWorkbooks for mathematics: A mobile technology intervention designed to support students with and without disabilities during independent practice of whole number multiplication and division (Doctoral dissertation). University at Buffalo, Buffalo, NY. – volume: 71 start-page: 175 end-page: 184 article-title: Children’s engagement with educational iPad apps: Insights from a Spanish classroom publication-title: Computers & Education – volume: 5 start-page: 6 issue: 2 end-page: 16 article-title: Creative fragments: The subjunctive spaces of e-literature publication-title: English Teaching: Practice and Critique – reference: Marsh, J. (2010a). Childhood, culture and creativity: A literature review. Newcastle Upon Tyne, UK. Retrieved from www.creativitycultureeducation.org/wp-content/uploads/CCE-childhood-culture-and-creativity-a-literature-review.pdf – reference: Moss, P. (2014). Early childhood and compulsory education: Reconceptualising the relationship. New York, NY: Routledge. – reference: Jenkins, H. (2009). Confronting the challenges of participatory culture: Media education in the 21st century. Cambridge, MA: MIT Press. – volume: 49 start-page: 371 issue: 4 end-page: 386 article-title: Dynamic versus static dictionary with and without printed focal words in e-book reading as facilitator for word learning publication-title: Reading Research Quarterly – volume: 20 start-page: 469 end-page: 485 article-title: Does using mobile device applications lead to learning? publication-title: Journal of Interactive Learning Research – reference: Stein, P. (2008). Multimodal pedagogies in diverse classrooms: Representation, rights, and resources. London, UK: Routledge. – volume: 40 start-page: 919 issue: 5 end-page: 932 article-title: Primary pupils’ use of information and communication technologies at school and home publication-title: British Journal of Educational Technology – reference: Moses, L. (2012). Data points: Wired child preschoolers have more exposure to electronics than ever. Retrieved from www.adweek.com/news/technology/data-points-wired-child-143732 – reference: Avrith, T. (2014, May). Digital student portfolios: Redefining assessment using GAFE and iPads. Lecture presented at CONNECT Conference in Niagara Falls, ON. – reference: Home Care Ontario. (2015). Supporting Ontario’s special needs strategy for children and youth. Retrieved from www.homecareontario.ca/docs/default-source/position-papers/5-2a-special-needs-statement-march-2015.pdf?sfvrsn=4 – reference: Duskey Ringer, S. (2011). Goodnight, goodnight construction site. San Francisco, CA: Chronicle Books. – reference: Castells, M. (2000). The rise of the network society. Oxford, UK: Blackwell. – volume: 27 start-page: 442 issue: 4 end-page: 468 article-title: Rethinking composing in a digital age: Authoring literate identities through multimodal storytelling publication-title: Written Communication – volume: 44 start-page: 1477 end-page: 1492 article-title: Young children as rule-makers publication-title: Journal of Pragmatics – volume: 45 start-page: 706 issue: 8 end-page: 714 article-title: Using the Web to support inquiry-based literacy development publication-title: Journal of Adolescent & Adult Literacy – volume: 55 start-page: 24 issue: 1 end-page: 31 article-title: Reading electronic books as a support for vocabulary, story comprehension and word reading in kindergarten and first grade publication-title: Computers & Education – volume: 26 start-page: 271 issue: 4 end-page: 277 article-title: Introduction: Digital literacies as placed resources in the globalised periphery publication-title: Language and Education – reference: Ragnedda, M., & Muschert, G. W. (2013). The digital divide: The internet and social inequality in international perspective. New York, NY: Routledge. – reference: Vygotsky, L. (1962). Thought and language. (E. Hanfmann & G. Vakar, Trans.). Cambridge, MA: MIT Press. – reference: Edwards, C. P., Gandini, L., & Forman, G. E. (1998). The hundred languages of children: The Reggio Emilia approach-advanced reflections (2nd ed.). Westport, CN: Ablex Publishing. – volume: 19 start-page: 5 issue: 3 end-page: 14 article-title: Using speech recognition software to increase writing fluency for individuals with physical disabilities publication-title: Journal of Special Education Technology – reference: Rideout, V. J., Vandewater, E. A., & Wartella, E. A. (2003). Zero to six: Electronic media in the lives of infants, toddlers, and preschoolers. Menlo Park, CA: Henry J. Kaiser Family Foundation. Retrieved from www.kff.org/entmedia/3378.cfm – reference: Taylor, A., Pacini-Ketchabaw, V., & Blaise, M. (Eds.). (2012). Children’s relations with the more-than-human world. Contemporary Issues in Early Childhood, 13(2). Retrieved from http://cie.sagepub.com/content/13/2/81 – volume: 14 start-page: 235 issue: 3 end-page: 256 article-title: Mistaking computers for technology: Technology literacy and the digital divide publication-title: AACE Journal – volume: 36 start-page: 4 issue: 2 end-page: 12 article-title: Reconceptualising play and learning in the lives of young children publication-title: Australasian Journal of Early Childhood – reference: Barell, J. (2010). Problem-based learning: The foundation for 21st century skills. In J. Bellanca & R. Brandt (Eds.), 21st century skills: Rethinking how students learn (pp. 175–200). Bloomington, IN: Solution Tree Press. – volume: 23 start-page: 87 issue: 4 end-page: 98 article-title: The new literacies as placed resources publication-title: Perspectives in Education – volume: 42 start-page: 475 issue: 5 end-page: 488 article-title: Parental decision-making about technology and quality in child care programs publication-title: Child & Youth Care Forum doi: doi:10.1007/s10566-013-9214-1 – volume: 25 start-page: 17 issue: 4 end-page: 17 article-title: The effects of word prediction and text-to-speech technologies on the narrative writing skills of Hispanic students with specific learning disabilities publication-title: Journal of Special Education Technology – volume: 58 start-page: 1138 issue: 4 end-page: 1148 article-title: Computer games in pre-school settings: Didactical challenges when commercial educational computer games are implemented in kindergartens publication-title: Computers & Education doi: doi:10.1016/j.compedu.2011.12.018 – reference: Assistive Technology Act, 29 U.S.C. § 3001 et seq. (2004). – volume: 44 start-page: 421 issue: 3 end-page: 431 article-title: Pre-school children creating and communicating with digital technologies in the home publication-title: British Journal of Educational Technology – reference: Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice. Wakefield, MA: CAST. – reference: Coughlan, S. (2014, December 3). Tablet computers in 70% of schools. Retrieved from www.bbc.com/news/education-30216408. – reference: Craft, A. (2000). Creativity across the primary curriculum: Framing and developing practice. New York, NY: Routledge. – volume: 23 start-page: 423 issue: 4 end-page: 437 article-title: Access denied? Twenty-first-century technology in schools publication-title: Technology, Pedagogy & Education doi: doi:10.1080/1475939X.2013.864697 – reference: Dede, C. (2010). Comparing frameworks for 21st century skills. In J. Bellanca & R. Brandt (Eds.), 21st century skills: Rethinking how students learn (pp. 51–76). Bloomington, IN: Solution Tree Press. – reference: Yelland, N., Lee, L., O’Rourke, M., & Harrison, C. (2008). Rethinking learning in early childhood education. Berkshire, UK: Open University Press. – reference: Cordes, C., & Miller, E. (Eds.). (2000). Fool’s gold: A critical look at computers in childhood. College Park, MD: Alliance for Childhood. – volume: 1 start-page: 241 issue: 3 end-page: 258 article-title: Consensus, dissensus, or community: The politics of parent involvement in early childhood education publication-title: Contemporary Issues in Early Childhood – reference: Partnership for 21st Century Learning (2015). The 4Cs research series. Retrieved from www.p21.org/our-work/4cs-research-series – volume: 19 start-page: 539 issue: 4 end-page: 553 article-title: Using mobile phone diaries to explore children’s everyday lives publication-title: Childhood: A Global Journal of Child Research – reference: Lancaster, L. (2003). Beginning at the beginning: How a young child constructs time multimodally. In G. Kress & C. Jewitt (Eds.), Multimodal literacy (pp. 107–122), London, UK: Peter Lang. – volume: 25 start-page: 78 end-page: 84 article-title: Digital milestones: Raising a tech-savvy kid publication-title: Parenting Early Years – reference: Troia, G. A. (2006). Writing instruction for students with learning disabilities. In C. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 324–326). New York, NY: Guilford Press. – volume: 6 start-page: 341 issue: 3 end-page: 362 article-title: Reconsidering political and popular understandings of the digital divide publication-title: New Media & Society doi: doi:10.1177/1461444804042519 – volume: 15 start-page: 289 issue: 3 end-page: 310 article-title: New directions for early literacy in a digital age: The iPad publication-title: Journal of Early Childhood Literacy doi: doi:10.1177/1468798414533560 – reference: Di Cesare, D. M., & Kaczorowski, T. (2014, October). Bypassing barriers and securing solutions: A paradigm shift in mobile technology implementation. Lecture presented at NYS CEC Conference in Syracuse, NY. – volume: 1 start-page: 7 issue: 1 end-page: 12 article-title: Changing subjectivities, new learning publication-title: Pedagogies – volume: 36 start-page: 48 issue: 1 end-page: 53 article-title: Independent and collaborative writing in a kindergarten classroom publication-title: Journal of Reading Education – reference: Kuby, C. R. (2013). Critical literacy in the early childhood classroom: Unpacking histories, unlearning privilege. New York, NY: Teachers College Press-Language and Literacy Series. – volume: 21 start-page: 199 issue: 2 end-page: 212 article-title: Digital play in the early years: A contextual response to the problem of integrating technologies and play-based pedagogies in the early childhood curriculum publication-title: European Early Childhood Education Research Journal – volume: 12 start-page: 17 issue: 1 end-page: 27 article-title: Children’s informal learning in the context of schools of the knowledge society publication-title: Education Information Technology doi: doi:10.1007/s10639-006-9019-z – reference: Sutton-Smith, B. (1997). The ambiguity of play. Cambridge, MA: Harvard University Press. – reference: Galarneau, L. L. (2005). Authentic learning experiences through play: Games, simulations and the construction of knowledge. Simulations and the Construction of Knowledge. Retrieved from www.digra.org/digital-library/ – reference: Stephen, C., & Plowman, L. (2014). Digital play. In L. Booker, M. Blaise & S. Edward (Eds.), The Sage book of play and learning in early childhood. London, UK: Sage. – volume: 23 start-page: 33 issue: 2 end-page: 43 article-title: Using software to enhance the writing skills of students with special needs publication-title: Journal of Special Education Technology – reference: Gray, L., Thomas, N., Lewis, L., & Tice, P. (2010). Teachers’ use of educational technology in US public schools, 2009: First look. Washington, DC: National Center for Education Statistics, Institute of Education Sciences, US Department of Education. – reference: Pacini-Ketchabaw, V., Nxumalo, F., Kocher, L., Elliot, E., & Sanchez, A. (2015). Journeys: Reconceptualizing early childhood through pedagogical narration. Toronto, ON: Toronto University Press. – volume: 7 start-page: 10 issue: 1 end-page: 33 article-title: Digital tablets and applications in preschool–Preschoolers’ creative transformation of didactic design publication-title: Designs for Learning – reference: Schwartzman, H. (1976). Children’s play: A sideways glance at make-believe. In D. F. Lancy & B. A. Tindall (Eds.), The study of play: Problems and prospects (pp. 208–215). New York, NY: Leisure Press. – reference: Wohlwend, K. E. (2013). Literacy playshop: New literacies, popular media, and play in the early childhood classroom. New York, NY: Teachers College Press. – volume: 38 start-page: 303 issue: 3 end-page: 319 article-title: Just picking it up? Young children learning with technology at home publication-title: Cambridge Journal of Education – volume: 2 start-page: 7 issue: 1 end-page: 24 article-title: The language of Webkinz: Early childhood literacy in an online virtual world publication-title: Digital Culture & Education (DCE) – volume: 68 start-page: 373 issue: 5 end-page: 376 article-title: E-books and TPACK: What teachers need to know publication-title: The Reading Teacher doi: doi:10.1111/1469-7610.ep11903728 – volume: 50 start-page: 887 issue: 8 end-page: 911 article-title: Using iPads to teach science to students with a moderate to severe intellectual disability: A pilot study publication-title: Journal of Research in Science Teaching – volume: 3 start-page: 3 issue: 2 end-page: 19 article-title: Virtual worlds as a site of convergence for children’s play publication-title: Journal for Virtual Worlds – volume: 67 start-page: 14 issue: 3 end-page: 24 article-title: Finding the education in educational technology with early learners publication-title: Young Children doi: doi:10.1111/j.1467-8535.2012.01323.x – reference: Johnson, J. E., Christie, J. F., & Yawkey, T. D. (1999). Play and early childhood development. New York: Longman. – reference: Di Cesare, D. M. (2015). ‘This really shows what I’m trying to say’: Exploring how students with disabilities compose with digital video and print (Doctoral dissertation). University at Buffalo, Buffalo, NY. – volume: 56 start-page: 429 end-page: 440 article-title: Are digital natives a myth or reality? University students’ use of digital technologies publication-title: Computers & Education – reference: Krechevsky, M. (2004). Form function and understanding in learning groups: Proposition from the Reggio classrooms. In C. Giudici, C. Rinaldi, & M. Krechevsky (Eds.), Making learning visible: Children as individual and group learners (pp. 78–81). Cambridge, MA: Project Zero and Reggio Children. – volume: 56 start-page: 515 issue: 6 end-page: 526 article-title: Are regular education classes equipped to accommodate students with learning disabilities? publication-title: Exceptional children – volume: 77 start-page: 81 issue: 1 end-page: 112 article-title: The power of feedback publication-title: Review of educational research – reference: Rose, D. H., Hasselbring, T. S., Stahl, S., & Zabala, J. (2005). Assistive technology and universal design for learning: Two sides of the same coin. Handbook of special education technology research and practice, 507–518. – reference: Piaget, J. (2001). The psychology of intelligence. London, UK: Routledge. – reference: Edwards, S. (2013b). Post-industrial play: Understanding the relationship between traditional and converged forms of play in the early years. In A. Burke & J. Marsh (Eds.), Children’s virtual worlds: Culture, learning and participation (pp. 10–25). New York, NY: Peter Lang Publishing. – reference: Turkle, S. (Ed.). (2007). Evocative objects: Things we think with. Massachusetts, MA: MIT Press. – volume: 11 start-page: 155 issue: 2 end-page: 173 article-title: Places for children–children’s places publication-title: Childhood – volume: 20 start-page: 9 issue: 1 end-page: 27 article-title: Co-teaching: An illustration of the complexity of collaboration in special education publication-title: Journal of Educational and Psychological Consultation – reference: Kress, G. (1997). Before writing: Rethinking the paths to literacy, New York, NY: Routledge Press. – reference: Carr, M., & Lee, W. (2012). Learning stories: Constructing learner identities in early education. London, UK: Sage. – reference: Wohlwend, K., Medina, C. L. (2014). Producing cultural imaginaries in the playshop. In R. Meyer & K. Whitmore (Eds.), Reclaiming writing: Composing spaces for identities, relationships and action (pp. 198–209). New York, NY: Routledge. – reference: Cuban, L. (2009). Oversold and underused: Computers in the classroom. Cambridge, MA: Harvard University Press. – volume: 93 start-page: 38 issue: 1 end-page: 49 article-title: ‘Bumblebee’s in trouble!’: Embodied literacies during imaginative superhero play publication-title: Language Arts – reference: Deleuze, G., & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia. Minneapolis, MN: University of Minneapolis Press. – volume: 19 start-page: 234 issue: 2 end-page: 248 article-title: The contemporary US digital divide: From initial access to technology maintenance publication-title: Information, Communication & Society – reference: Howe, N., & Strauss, W. (2000). Millennials rising: The next great generation. New York, NY: Vintage. – volume: 30 start-page: 399 issue: 4 end-page: 427 article-title: The case of the missing childhoods: Methodological notes for composing children in writing studies publication-title: Written Communication doi: doi:10.1177/0741088313496383 – volume: 1 start-page: 181 issue: 2 end-page: 198 article-title: Neopian economics of play: Children’s cyberpets and online communities as immersive advertising in NeoPets.com publication-title: International Journal of Media & Cultural Politics – volume: 51 start-page: 1499 end-page: 1509 article-title: The impact of primary school teachers’ educational beliefs on the classroom use of computers publication-title: Computers & Education – reference: Rinaldi, C. (2006). In dialogue with Reggio Emilia: Listening, researching, and learning. New York, NY: Routledge. – volume: 54 start-page: 136 issue: 2 end-page: 146 article-title: ‘Let it go’: Exploring the image of the child as a producer, consumer, and inventor publication-title: Theory into Practice Journal-Special Edition doi: doi:10.1080/00405841.2015.1010847 – volume: 74 start-page: 252 issue: 3 end-page: 259 article-title: The first and second digital divides publication-title: Sociology of Education – reference: Ito, M., Okabe, D., & Matsuda, M. (2006). Personal, portable, pedestrian: Mobile phones in Japanese life. Cambridge, MA: The MIT Press. – volume: 29 start-page: 191 issue: 1/2 end-page: 206 article-title: The practice of inquiry: A pedagogical ‘sweet spot’ for digital literacy? publication-title: Computers in the Schools doi: doi:10.1080/07380569.2012.657994 – volume: 1 start-page: 91 issue: 2 end-page: 110 article-title: Puppets don’t have legs! Dinosaurs have digits! Using the dramatic and media arts to deepen knowledge across content areas publication-title: Education Matters – reference: Tarr, P. (2004). Consider the walls. Retrieved from http://oldweb.naeyc.org/journal/btj/200405/walls.asp – volume: 16 start-page: 4 issue: 1 end-page: 7 article-title: This is me: Children teaching us about themselves through digital storytelling publication-title: Practically Primary – volume: 46 start-page: 101 issue: 2 end-page: 118 article-title: Young children’s literacy practices in a virtual world: Establishing an online interaction order publication-title: Reading Research Quarterly – reference: New London Group. (2000). A pedagogy of multiliteracies: Designing social futures. In B. Cope & M. Kalanzis (Eds.), Multiliteracies: Literacy learning and the design of social futures (pp. 9–37). New York, NY: Routledge. – volume: 43 start-page: 137 issue: 1 end-page: 151 article-title: Let’s get physical: The learning benefits of interacting in digitally augmented physical spaces publication-title: Computers & Education – reference: Wein, C. A., Coates, A., Keating, B. L., & Bigelow, B. C. (2005). Designing the environment to build connection to place. Retrieved from www.naeyc.org/files/yc/file/200505/05wein.pdf – volume: 2 start-page: 51 issue: 1 end-page: 66 article-title: The techno-literacy practices of young children publication-title: Journal of Early Childhood Research doi: doi:10.1177/1476718X0421003 – volume: 2 start-page: 233 end-page: 248 article-title: Health benefits and barriers to cell phone use in low-income U.S. neighborhoods: Indications of technology maintenance publication-title: Mobile Media & Communication – volume: 48 start-page: 268 issue: 4 end-page: 278 article-title: Using an iPad application to promote early literacy development in young children with disabilities publication-title: The Journal of Special Education – reference: Frost, J. L. (2009). A history of children’s play and play environments: Toward a contemporary child-saving movement. New York, NY: Routledge. – reference: Dietze, B., & Kashin, D. (2011). Playing and learning in early childhood education. Toronto, ON: Pearson. – volume: 25 start-page: 462 end-page: 476 article-title: A new benchmark for Internet use: A logistic modeling of factors influencing Internet use in Canada, 2005 publication-title: Government Information Quarterly doi: doi:10.1016/j.giq.2007.04.006 |
| SSID | ssj0002320238 ssib045522410 ssib028510554 ssib047185742 |
| Score | 2.014367 |
| Snippet | Examines the use of digital technology in the early stages of child development and the way in which learning techniques have evolved in classrooms across the... A timely addition to the SAGE Swift Series, Crayons and iPads examines the use of digital technology in the early stages of child development and the way in... Crayons and iPads examines the use of digital technology in the early stages of child development, and the way in which learning techniques have evolved in... A timely addition to the SAGE Swift Series, Crayons and Ipads examines the use of digital technology in the early stages of child development and the way in... |
| SourceID | askewsholts sage proquest |
| SourceType | Aggregation Database Publisher |
| SubjectTerms | Classroom Applications of Technology Early childhood education Early Childhood Instruction Educational technology Tablet computers |
| Subtitle | Learning and Teaching of Young Children in the Digital World |
| TableOfContents | CRAYONS AND iPADS- FRONT COVER -- CRAYONS AND iPADS -- COPYRIGHT -- CONTENTS -- NOTES ON THE AUTHORS -- ACKNOWLEDGEMENTS -- CHAPTER 1- THE DIGITAL WORLD OF YOUNG CHILDREN -- CHAPTER 2- BE THE 'I' IN IPAD: IPADS AND THE CHILDREN WHO LOVE THEM -- CHAPTER 3- PLAYFUL PEDAGOGIC MOVES: DIGITAL DEVICES IN THE OUTDOORS -- CHAPTER 4- DIGITAL INQUIRY AND SOCIO-CRITICAL NEGOTIATIONS IN TWO EARLY CHILDHOOD CLASSROOMS -- CHAPTER 5- TABLETS AS INVITATIONAL SPACES -- CHAPTER 6- 'LET ME SHOW YOU HOW TO PLAY WITH THE IPAD': YOUNG CHILDREN AS TEACHERS -- CHAPTER 7- IPADS FROM HOME TO SCHOOL: EXPLORING DIGITAL DIVIDES IN EARLY CHILDHOOD EDUCATION -- CHAPTER 8- MEETING ALL THEIR NEEDS: TABLETS AND DIVERSE LEARNERS -- CHAPTER 9- USING IPADS TO EMPOWER YOUNG CHILDREN AS READERS AND WRITERS -- CHAPTER 10- IT'S AN APP, APP WORLD -- CHAPTER 11- LINGERING THOUGHTS -- REFERENCES -- INDEX The Digital World of Young Children -- Be the ‘I’ in iPad : iPads and the Children Who Love Them -- Playful Pedagogic Moves : Digital Devices in the Outdoors -- Digital Inquiry and Socio-Critical Negotiations in Two Early Childhood Classrooms -- Tablets as Invitational Spaces -- ‘Let Me Show You How to Play with the iPad’ : Young Children as Teachers -- iPads from Home to School : Exploring Digital Divides in Early Childhood Education -- Meeting All Their Needs : Tablets and Diverse Learners -- Using iPads to Empower Young Children as Readers and Writers -- It’s an App, App World -- Lingering Thoughts |
| Title | Crayons and IPads |
| URI | https://ebookcentral.proquest.com/lib/[SITE_ID]/detail.action?docID=4864520 https://sk.sagepub.com/books/crayons-and-ipads-learning-teaching-young-children-digital-world https://www.vlebooks.com/vleweb/product/openreader?id=none&isbn=9781473927124 https://www.vlebooks.com/vleweb/product/openreader?id=none&isbn=9781473927131&uid=none |
| hasFullText | 1 |
| inHoldings | 1 |
| isFullTextHit | |
| isPrint | |
| link | http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwtV1LS8NAEF7UetCTT6wviojgIdg8d_dqrXgqPRTpLWRfIErUphb9985sNo_2oh68hCQNy3RmmZ1vZ3Y-Qi4TYYRQGrP-jHsRjTIPYJCdy5GR2GAmNpZsgo5GbDrlY8eXVlg6AZrn7POTv_2rqeEdGBuPzv7B3PWg8ALuwehwBbPDdSUirh9do4FZ9oWFL7bCd5ypovEus6qy5g7zxG2k79MVpF-mmFqbeSVybx-DKlGhH1Fs-85LkrlVHwmrVlyWRZTfASILmsWgLtEb3g4ihlnP_tXbu4csXZjNdpQl62SdJgB1O7B2DuvdkYBhtNaEJ1EcY4DQr_e8AkvWzuz5OidiUrXdqkQu-6CikDdLIm6T7ax4BscPi8K8WMIDrRI8GxVMdkhH41GRXbKm8z3kv3a1Mvtkx9miB7boWVsckMf74WTw4DnyCS_D1GXoKRqrkBkm_D7EaIYFhisKsoTKp1KKUErJJQRcsTBaiUCB61SM8iSmUmcC_Noh2chfc31EetxIAZ7RxAkPIwR8ytfGVzrrh5mUiemSi9Z_SxcvNlFepJUCAgpR2C8-Cv0u6VV6Se3vrsQ3bczZJdeor7Tesy2HATCISk-XlH7883AnZKuZq6dkYz770GdkUy7mT8Xs3M2Qb2N7MoA |
| linkProvider | ProQuest Ebooks |
| openUrl | ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.title=Crayons+and+IPads&rft.au=Harwood%2C+Debra&rft.date=2017-01-01&rft.pub=SAGE+Publications%2C+Limited&rft.isbn=9781473915992&rft_id=info:doi/10.4135%2F9781473916012&rft.externalDocID=EBC4864520 |
| thumbnail_m | http://cvtisr.summon.serialssolutions.com/2.0.0/image/custom?url=https%3A%2F%2Fvle.dmmserver.com%2Fmedia%2F640%2F97814739%2F9781473927124.jpg http://cvtisr.summon.serialssolutions.com/2.0.0/image/custom?url=https%3A%2F%2Fvle.dmmserver.com%2Fmedia%2F640%2F97814739%2F9781473927131.jpg |