Digital Play

2014 ◽  
pp. 193-207
Author(s):  
Jennifer Howell ◽  
Susan McDonald
Keyword(s):  
Good Practice ◽  
Digital Technologies ◽  
Student Learning Outcomes ◽  
Early Years ◽  
Pedagogical Practices ◽  
Formal Schooling ◽  
Framework Technology ◽  
Effective Use ◽  
Early Childhood Settings ◽  
New Framework

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

‘I Know how much this Child has Learned. I have Proof!’

2007 ◽  
Vol 32 (3) ◽  
pp. 59-66 ◽  
Author(s):  
Margot Boardman
Keyword(s):  
Early Childhood ◽  
Digital Technologies ◽  
Early Years ◽  
Digital Cameras ◽  
Record Keeping ◽  
Study Results ◽  
Essential Components ◽  
Exciting Potential ◽  
Early Learners ◽  
Early Childhood Settings

THIS STUDY SET OUT to investigate the use of digital cameras and voice recorders to accurately capture essential components of early learners' achievements. The project was undertaken by 29 early childhood educators within kindergarten settings in Tasmania and the Australian Capital Territory. Data collected indicated that digital technologies, involving cameras and voice recorders, have the potential to facilitate the collection of accurate evidence for assessment purposes. Study results also reveal that digital tools have the potential to enhance not only the young child's learning but also the teaching methods of early childhood practitioners. The prospective value of employing digital technologies in documentation processes in the early years of education has only begun, with this study suggesting there is an exciting potential for these technologies to enhance assessment and record-keeping practices in early childhood settings.

Invisible to visible: Mapping the continuum of literacy learning experiences in an early years setting

2016 ◽  
Vol 17 (4) ◽  
pp. 465-484 ◽  
Author(s):  
Lisa Kervin ◽  
Jan Turbill ◽  
Kathryn Harden-Thew
Keyword(s):  
Early Childhood ◽  
Development Strategy ◽  
School Setting ◽  
Learning Experiences ◽  
Literacy Learning ◽  
Literacy Skills ◽  
Early Years ◽  
Pedagogical Practices ◽  
Formal Schooling ◽  
National Quality

The face of early childhood education continues to change. In Australia, the national early childhood guidelines, Early Years Learning Framework (2009) and the National Quality Framework have articulated and defined the work of early years’ educators in a range of areas, including literacy. Both frameworks state that their aim is to maintain the focus of the Development Strategy provide all Australian children with an educational foundation to support them throughout their lives. In this climate, and some years after the implementation of these guidelines, it seems timely to examine the literacy programmes, practices and perspectives of prior-to-school environments as they prepare children to transition to the early years of primary school. This paper reports on the findings of a study that aimed to explore the nature of literacy programmes, practices and perspectives, and in particular how such programmes support educators and children in one prior-to-school setting, as they prepare to transition to the first year of formal schooling. Analysis of the experiences offered in prior-to-school centres revealed a number of learning experiences that illustrated Bernstein’s notion of visible and invisible literacy learning pedagogies. It was found that viewing these learning experiences along a continuum from invisible to visible pedagogical practices was a useful framework for categorising the range of experiences in which the children engaged. It is suggested that such a continuum would be a useful framework for both prior-to-school and kindergarten teachers to better support children as they transition across settings. However, we must add a caveat, namely, that such a framework should not lead to increase pressure on prior-to-school settings to increase ‘visible pedagogical practices’ in order to ‘teach’ literacy skills.

Observing and assessing young children’s digital play in the early years: Using the Digital Play Framework

2015 ◽  
Vol 15 (2) ◽  
pp. 158-173 ◽  
Author(s):  
Susan Edwards ◽  
Jo Bird
Keyword(s):  
Early Childhood ◽  
Technology Use ◽  
Early Years ◽  
Childhood Education ◽  
Children’S Learning ◽  
Tool Mediation ◽  
Ludic Play ◽  
Early Childhood Settings ◽  
New Framework ◽  
Children's Learning

Early childhood education settings are characterized by the use of play-based learning and the assessment of children’s play by teachers to promote further learning. A problem with technology use in early childhood settings is that little is known about how children learn to use technologies through play. This lack of knowledge makes it difficult for teachers to observe and assess how young children in their settings are learning to use technologies. In this article, we report on the use of a new framework we have previously developed to help educators observe and assess young children’s learning to use technologies through play. Known as the Digital Play Framework, the framework draws on Vygotsky’s ideas about tool mediation to position technologies as tools that children learn to master according to Hutt’s conceptualization of epistemic and ludic play. We suggest that the Digital Play Framework holds potential for supporting educators to identify children’s learning to use technologies through play and therefore opportunities for extending the provision of play-based technology education in the early years.

DEVELOPMENT OF DIGITAL ECONOMY IN UZBEKISTAN - AT THE LEVEL OF STATE POLICY

2020 ◽  
Vol 3 (3) ◽  
pp. 5-13
Author(s):  
Mavluda Yaxhisyeva ◽  
◽  
Ravshan Yusupov ◽  
Rasul Xamidov
Keyword(s):  
Economic Development ◽  
State Policy ◽  
Digital Technologies ◽  
Digital Economy ◽  
Effective Use

This article highlights the digital economy and its features, its main systems, the effective use of digital technologies in economic development, and analyzes relevant aspects of training in this area

Compelled digitalization of language education: challenges of foreign language learning in the electronic environment

2020 ◽  
pp. 61-70
Author(s):  
Liudmila Vladimirovna Guseva ◽  
Evgenii Vladimirovich Plisov
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Digital Technologies ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Electronic Environment ◽  
Teachers And Students ◽  
Effective Use

The article defnes the role of digital means in foreign language learning, establishes the reasons for the effective use of digital means and digital technologies, identifes challenges in mastering a foreign language in an electronic environment, as well as the prospects for the digitalization of foreign language education. When studying the issues of emergency off-campus learning organization, the results of surveys of teachers and students conducted in April 2020 at Minin University were used. image/svg+xml

Rethinking early years: how the neoliberal agenda fails children

Soundings ◽  
2020 ◽  
Vol 76 (76) ◽  
pp. 128-157
Author(s):  
Celia Burgess-Macey ◽  
Clare Kelly ◽  
Marjorie Ouvry
Keyword(s):  
Good Practice ◽  
Early Learning ◽  
Early Years ◽  
Formal Curriculum ◽  
Small Children ◽  
Children’S Learning ◽  
Early Years Education ◽  
Education And Care ◽  
Children's Learning

Early years education in England is in crisis. This article looks at what is needed to better provide the kind of education and care that young children need outside the home, from birth to school-starting age. It explores: the current arrangements and varieties of provision and approaches in England; educational and developmental research about young children's development and early learning; the current national early years curriculum and how it contrasts to other international models and pedagogical approaches; the importance of play-based learning; the role of adults in observing, recording, assessing and supporting young children's learning; and the holistic nature of children's learning - which makes education and care inseparable in young children's lives. Neoliberal governments have had little interest in these questions: they have been focused instead on marketising the sector, which has led to great inequality of provision; and they have been unwilling to provide the necessary funding to train staff and maintain appropriate learning environments; most fundamentally, they have engaged in an ideological drive to impose on very small children a narrow and formal curriculum that ignores all the evidence about good practice in the sector, and is focused on making them 'school ready' - that is, ready to fit into the rigid frameworks they have already imposed on primary school education.

scholarly journals PROBLEMAS PRÁTICOS PROFISSIONAIS:

2020 ◽  
Vol 10 (20) ◽  
pp. 124-147
Author(s):  
Ismael Donizete Cardoso de Moraes
Keyword(s):  
Qualitative Research ◽  
Elementary School ◽  
Continuing Education ◽  
Cultural Theory ◽  
Lesson Plans ◽  
Early Years ◽  
Pedagogical Practices ◽  
Daily Lives ◽  
Geography Teaching ◽  
The Individual

Este estudo teve como propósito discutir alguns resultados da pesquisa intitulada “Problemas práticos profissionais: aportes teórico-metodológicos do ensino de geografia na formação continuada de professores dos anos iniciais do ensino fundamental”. Nesse sentido, o objetivo geral consistiu em compreender se a formação continuada, centrada nos problemas práticos profissionais, contribui para que as professoras superem o ensino empírico dos conteúdos geográficos. Em consonância, os objetivos específicos visaram: discutir os principais conceitos da teoria histórico-cultural e do Ensino de Geografia; mediar a elaboração dos planos de aula; e entender a formação continuada como possibilidade de superação do ensino empírico dos conteúdos geográficos. A pesquisa qualitativa e os procedimentos de análise dos planos de aula, de observação e de narrativas foram utilizados para levantamento dos dados junto às professoras durante o curso de formação continuada, que contou com os conteúdos de paisagem, lugar, urbano e cidade. Como resultado, mesmo diante da complexidade do tema, houve mudanças nas práticas pedagógicas das professoras, entre as quais se destacaram: o avanço na apropriação desses conceitos, na contextualização dos conteúdos, na articulação destes com os conhecimentos cotidianos dos alunos, na organização de textos e imagens e nas tarefas dos alunos do coletivo para o individual. PALAVRAS-CHAVE Teoria histórico-cultural, Problemas práticos profissionais, Ensino de Geografia, Conceitos.   PRACTICAL PROFESSIONAL PROBLEMS: theoretical and methodological contributions of teaching Geography in continuing training of teachers from the early years in the Elementary School ABSTRACT This study aimed to discuss some results of the research entitled" practical professional problems: theoretical and methodological contributions of teaching geography in continuing training of teachers from the early years in the elementary school". Therefore, the general objective was to understand if continued training, focused on practical professional problems, contributes to teachers surmount empirical teaching of geographic contents. In harmony, the specific objectives aimed to: discuss the main concepts of historical-cultural theory and geography teaching; mediate the preparation of lesson plans; and to understand continued training as a possibility of surpassing the empirical teaching of geographic contents. Qualitative research and procedures for analyzing lesson plans, observation and narratives were used to survey data with teachers during the continuing education course, which included the contents of landscape, place, urban and city. As results, even before the complexity of the theme, there were changes in the pedagogical practices of the teachers, among which stood out: the advance in the appropriation of these concepts, in the contextualization of the contents, in the articulation of these with the knowledge students' daily lives, in the organization of texts and images, and in the tasks of the students from the collective to the individual. KEYWORDS Historical-cultural theory, Professional practical problems, Geography teaching, Concepts.

USE OF INFORMATION TECHNOLOGIES IN THE DEVELOPMENT OF INNOVATIVE ACTIVITIES OF COMMERCIAL BANKS

2021 ◽  
Vol 4 (3) ◽  
pp. 22-31
Author(s):  
Jamshid Kiryigitov ◽  
Keyword(s):  
Commercial Banks ◽  
Information Technologies ◽  
Banking System ◽  
Digital Technologies ◽  
Developed Countries ◽  
Current Situation ◽  
Innovative Development ◽  
Urgent Task ◽  
Effective Use ◽  
Positive Results

In this article shown the activities and experience of commercial banks of developed countries are studied and prospects of using information technologies in the development of innovative activities in the system of our national commercial banks. At the same time, opinions were expressedabout the possibility of achieving positive results using digital technologies on the basis of developmentof innovative activities of banks of Uzbekistan. Proceeding from this urgent task, the article developed proposals and conclusions on the coverage of the importance of innovative development of banking activities, theoretical views of our homeland and foreign scientists on this and the analysis of the current situation on innovative development of the banking system, as well as on the wide use of information technologies in the innovative development of banks. The opportunities are highlighted for innovative development of the banking system with the effective use of digital technologies

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