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Mobile Technologies in Children's Language and Literacy : Innovative Pedagogy in Preschool and Primary Education.

Author: Grace Oakley
Publisher: Bingley : Emerald Publishing Limited, 2018.
Edition/Format:   eBook : Document : EnglishView all editions and formats
Summary:
This book examines the ways in which mobile technologies may contributeto or disrupt literacy learning in children. Also explored is theimpact mobile technologies may have on literacy definitions and practices;student, parent and teacher roles and interactions; power relations ineducation; and social and material interactions.
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Genre/Form: Electronic books
Additional Physical Format: Print version:
Oakley, Grace.
Mobile Technologies in Children's Language and Literacy : Innovative Pedagogy in Preschool and Primary Education.
Bingley : Emerald Publishing Limited, ©2018
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Grace Oakley
ISBN: 9781787439412 1787439410 9781787148796 1787148793
OCLC Number: 1057690637
Notes: 4.7.6. An Ecosystem That Supports Implementation of Digital Storytelling.
Description: 1 online resource (194 pages)
Contents: Cover; Title Page; Copyright Page; Contents; List of Contributors; Introduction: Mobile Technologies in Language and Literacy Practice and Learning in Preschool and Primary School Children; I.1. Purpose of This Book; I.2. M-learning and Literacy Issues; I.2.1. Pervasiveness of Mobile Devices; I.2.2. M-learning and Literacy Learning in Children; I.3. Defining Literacy; I.4. Defining Mobile Technologies; I.5. M-learning Definitions and Theory; I.6. Implications for Teacher Professional Learning?; I.7. Overview of the Chapters in this Book; I.8. Concluding Comments; References. Chapter 1 Young Children's Imaginative Play and Dynamic Literacy Practices in the Digital AgeAbstract; 1.1. Introduction; 1.2. Imaginative Play; 1.3. Imaginative Play, Dynamic Literacies and Literacy Learning; 1.4. Towards a Pedagogy of Dynamic Literacies in Early Childhood Education; 1.5. Dynamic Literacies Approach in Early Years Pedagogy: An Example; 1.6. Closing Thoughts; References; Chapter 2 A Gallery of Practices --
Mobile Learning, Language, Literacy and the Arts (K-6); Abstract; 2.1. Introduction; 2.2. Exploring the Arts and Literacy and Language Development. 2.2.1. Connecting Literacy and Language Learning to the Arts2.3. Mobile Technologies, the Arts and Literacy Learning; 2.4. A Gallery of Practices: The Arts and Literacy Learning; 2.4.1. Developing Language and Literacy through the Arts; 2.4.2. Using Mobile Technology to Develop Dramatic Play; 2.4.3. Using Mobile Technologies to Support Engagement with Learning; 2.5. Some Resources for Developing Literacy and Participation in the Arts Inside and Outside the Classroom; 2.6. Conclusion; References; Chapter 3 Introducing Coding as a Literacy on Mobile Devices in the Early Years; Abstract. 3.1. Introduction3.2. Introducing Coding as a Literacy in the Early Years; 3.3. Starting with the Child and Introducing Coding as a Literacy; 3.4. Introducing Robots to Teach Coding as a Literacy; 3.5. Moving from the Symbol Cards to Blue-Bot Robots; 3.6. Cubetto and Kibo --
Robots with Concrete Code that Children can Touch; 3.7. Coding as Literacy with a Mobile Device; 3.8. Conclusion; References; Chapter 4 Digital Storytelling as a Pedagogy to Develop Literacy and Twenty-first Century Competencies in a Singapore Primary School: Teachers as Designers; Abstract; 4.1. Introduction. 4.2. Digital Storytelling4.3. Background; 4.4. Purpose of This Case Study; 4.5. Research Design; 4.6. Research Frameworks; 4.6.1. Design Thinking; 4.6.2. Teaching-Learning activities; 4.7. The Design and Developments of Digital Storytelling in the School; 4.7.1. Initial Considerations and Design of Digital Storytelling; 4.7.2. Implementing Digital Storytelling at Lower Primary; 4.7.3. Making Thinking Visible at Middle Primary; 4.7.4. Function of Digital Storytelling; 4.7.5. Iterations and Variations to the Digital Storytelling Approach.

Abstract:

This book examines the ways in which mobile technologies may contributeto or disrupt literacy learning in children. Also explored is theimpact mobile technologies may have on literacy definitions and  Read more...

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Early education researchers contribute to the theory and practice of using mobile technologies for learning and teaching literacy, focusing on children up to the age of 12. Their topics include young Read more...

 
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