• Corpus ID: 61726538

New Learning Pedagogy A study in determining an appropriate pedagogy and pedagogical strategies to support phonetic awareness, whilst using new technology with young children.

@inproceedings{Parmar2014NewLP,
  title={New Learning Pedagogy A study in determining an appropriate pedagogy and pedagogical strategies to support phonetic awareness, whilst using new technology with young children.},
  author={Neelam A. Parmar},
  year={2014}
}
This research comes at a time where the use of Information Communication Technology (ICT) is seen by the UK Government as having the potential to improve the quality and standards of children’s education in the earliest years of a child’s development (DfE 2011). At present, there is a significant discourse to introduce more appropriate forms of technology within the early years educational curriculum. New changes to the UK ICT policy (DfE 2010) suggest the need to reform the current early years… 

Developing young children's technology‐based communication skills using iPads and creation apps: An action study

Preliminary findings of an action study with eight children of four to five years old in using one creation app, SeeSaw, to create artifacts to express themselves in ways that suit their personal abilities reveal that four‐ to five‐year‐old children acquire TBCS quickly and progressively.

Children's and teachers' experiences of engaging with ICT in learning EFL : a case study of Saudi Arabian preschool education (ages 5-6)

• Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any

References

SHOWING 1-10 OF 379 REFERENCES

A Guide to Developing the ICT Curriculum for Early Childhood Education

This work shows how Information and Communications Technology (ICT) can contribute to children's learning, how it can be integrated into a play based curriculum and how it relates to key areas of

Technology and Pedagogy in Early Childhood Education: Guidance from Cultural-Historical-Activity Theory and Developmentally Appropriate Instruction

Technology can facilitate a pedagogy-based on neo-Vygotskian sociocultural theory, and on developmentally appropriate instruction. This article reviews the basic principles of such a pedagogy, and

A Researcher Goes to School: Using Technology in the Kindergarten Literacy Curriculum

This study was prompted by a concern that early literacy classroom activities reflected varying practices and differing perceptions of technology, literacy and how they are related. Furthermore there

Learning through ICT in Swedish Early Childhood Education from a Pedagogical Perspective of Quality

I nformation and communication technology (ICT) has swept into modern society and rapidly been brought to use in various areas. Sweden has enthusiastically adopted the technology and in the process

Information and Communication Technologies in Pre-school Settings: a review of the literature

This article reviews the research evidence that relates to the use of Information and Communication Technologies (ICTs) in pre-school settings. While there is widespread agreement that children

Pedagogy: the silent partner in early years learning

This paper sets out to look critically at the influences on pedagogy in early years education, at the ways in which it is enacted in practice and the pedagogical perspectives held by practitioners.

Effective learning environments for young children using digital resources: an Australian perspective

The use of digital resources in early childhood settings in Australia is a recent phenomenon. In 1999 Education.Au, a company funded by the various educational authorities in Australia, commissioned

KINDERET: developing training for early childhood educators in information and communications technology (ICT) in Bulgaria, England, Portugal, Spain and Sweden

In the European context the continuing training of early childhood educators in terms of information and communications technology (ICT) remains limited and is in need of development. The KINDERET

Guided interaction in pre-school settings

The concept of guided interaction provides a tool for thinking about the different modes by which learning can be supported in pre-school settings and helps practitioners to articulate, reflect on and legitimise changes in pedagogy, enabling them to find new approaches to working with ICT.

Creativity, Communication and Collaboration: The Identification of Pedagogic Progression in Sustained Shared Thinking

The central purpose of this paper has been to provide a conceptual model that is capable of supporting the development of appropriate early childhood practices for the 21st Century. A strong
...