The Routledge International Handbook of Learning with Technology in Early Childhood

The Routledge International Handbook of Learning with Technology in Early Childhood focuses specifically on the most cutting-edge, innovative and international approaches in the study of children's use of and learning with digital technologies. This edited volume is a comprehensive survey of methods in children's technologies and contains a rich repertoire of studies from diverse fields and research, including both educational and developmental psychology, post-humanist literacy, applied linguistics, language and phenomenology and narrative approaches. For ease of reference, the Handbook's 28 chapters are divided into four thematic sections: - introduction and opening reflections; - studies answering ontological questions, which theorize how children take on original identities in becoming literate with technologies; - studies answering epistemological questions, which focus on how children's knowledge and learning are (co)constructed with a diverse range of technologies; - studies answering practice-related questions, which explore the resources and conditions that create the most powerful learning opportunities for children. Expertly edited, this interdisciplinary and international compendium is an ideal introduction to such a diverse, multi-faceted field.

Natalia Kucirkova is Professor in Early Childhood Education and Development at University of Stavanger, Norway. Her research concerns innovative ways of supporting children's book reading, digital literacy and exploring the role of personalization in early years. She has been commended for her engagement with teachers and parents at a national and international level. Jennifer Rowsell is Professor in the department of Teacher Education and Canada Research Chair in Multiliteracies at Brock University, Canada. Her current research interests include applying multimodal, arts-based practices with youth across formal and informal contexts; expanding research methodologies and theories of literacy for digital, immersive, and game-based research; and, longitudinal research with families examining ways that literacy and multimodal practices mediate identities. Garry Falloon is the Fairfax Foundation Chair in Education and Professor of Digital Learning in the Department of Educational Studies at Macquarie University, Australia. His research interests include mobile and online learning, digital learning in primary and middle schools, pedagogy and assessment in digitally supported innovative learning environments, and educational research methods.

Foreword by Rosie Flewitt Part One Chapter 1. Introduction Natalia Kucirkova, Jennifer Rowsell, Garry Falloon Chapter 2. Reflective conversations about research methods with children Pam Whitty, Jennifer Rowsell Chapter 3. The Pros and Cons of Using Display Capture Technology for Data Collection with Young Children Garry Falloon Part Two: Studies answering ontological questions Chapter 4. Talk into my GoPro, I'm making a movie!" Using digital ethnographic methods to explore children's experiences in the woods Debra Harwood, Diane Collier Chapter 5. Transcultural Approaches to Literacy, Learning, and Play Rahat Zaidi Chapter 6. Composing Childhood Cultures: Ethnography Upside Down, Anne Haas Dyson Chapter 7. Researching a child's embodied textual play Kerryn Dixon, Hilary Janks Chapter 8. Social semiotics Sumin Zhao Chapter 9. (Re)imagining multiliteracies research practices with post qualitative inquiry Candace Kuby Chapter 10. Stacking Stories as Method: Research in Early Years Settings Cathy Burnett, Guy Merchant Part Three: Studies answering epistemological questions Chapter 11. Researching young children's play in the post-digital age: Questions of method Jackie Marsh Chapter 12. From Cutting Out to Cutting With: A Materialist Reframing of Action and Multimodality in Children's Play and Making Karen Wohlwend, Jaye Johnson Thiel Chapter 13. Researching in the iWorld: From Home to Beyond Linda Laidlaw, Joanne O'Mara, Suzanna So-Har Wong Chapter 14. Young children's home technology use: Responsive qualitative methods for a sensitive topic Joanne Orlando Chapter 15. The parent-child-app learning assemblage: Scaffolding early childhood learning through app use in the family home Donell Holloway, Leslie Haddon, Lelia Green, Kylie Stevenson Chapter 16. This is The Stuff That Identities are Made of: Children Learning with Grandparents and Other Elders Rachel Heydon, Xiaoxiao Du Chapter 17. Technologies, affordances, children and (embodied) reading: a call for intedisciplinarity Anne Mangen, Trude Hoel, Thomas Moser Chapter 18. Materialities, multiliteracies, and makerspaces: Design-based experiments in teacher/researcher collaborations Aspa Baroutsis, Annette Woods Part Four: Studies answering practice-related questions Chapter 19. Research with children with special educational needs: a focus on autism spectrum disorder Melissa L. Allen, Shu Yau Chapter 20. Using mixed methods research with young children and their families in culturally, linguistically and socially diverse communities Jim Anderson, Ann Anderson, Ji Eun Kim, Marianne McTavish Chapter 21. Student generated visual narratives: lived experiences of learning Narelle Lemon Chapter 22. Arts-based methods Linda Knight Chapter 23. Supporting children's learning at home through smartphone apps for parents Kathy Sylva, Fiona Roberts, Valeria Ortiz Villalobos Chapter 24. Studying science apps in low-income pre-schools Lena Lee Chapter 25. Reading in the digital age: Lessons learned and future opportunities Rebecca A. Dore, Jennifer M. Zosh, Brenna Hassinger-Das, Roberta Michnick Golinkoff, Kathy Hirsh-Pasek Chapter 26. Head mounted, chest mounted, tripod or roaming? The methodological potentials of a GoPro camera and ontological possibilities for doing visual research with child participants differently Lucy Caton, Abigail Hackett Chapter 27. Critical Visual Discourse Analysis Peggy Albers, Vivian M. Vasquez, Jerome C. Harste Chapter 28. Using tablet technology in preschool and early kindergarten for the identification of children at risk for reading difficulties Sibylla Leon Guerrero, Ola Ozernov-Palchik, Michelle Gonzalez, Jennifer Zuk, Nadine Gaab