Working Group 5: Methodologies and ethics for research on digital literacy
- To identify the range of methodologies previously or currently employed on relevant projects across Europe.
- To identify innovative methodologies that could inform future research in this field, including participatory methods with young children as agentive and valued researchers.
- To examine the ethical issues that arise in research on digital literacy in the early years and develop guidance for researchers.
- To identify key messages for policy makers.
The WG will identify the current state of knowledge and practice on quantitative/qualitative/ mixed methodologies in research on young children’s digital literacies. It will draw together current practice on co-production methodologies and multimodal ethnography and on young children’s active participation in research on their digital literacy practices. It will synthesise research and practice in ethical issues in research on young children’s digital literacy in homes, communities, early years settings and schools. The WG will consider emerging methodologies in terms of the appropriateness for use in this area. It will identify issues regarding the ethics of researching online literacy practices and offer guidance on best practice. Finally, the WG will identify the future research agenda in this area and examine the implications of all of the areas investigated for researchers and policy makers.
WG reports; Published academic literature reviews; Database of methodologies; Guidance on ethics.
WG5 Report February 2016
Research Methodology Database
As part of the COST Action The digital literacy and multimodal practices of young children (DigiLitEY) we have created a Research Methodology Database. With this tool we want to gather information from studies focused on the digital practices and experiences of children between 0-8 years of age or of other studies that might be directly relevant to children in this age group. If you have conducted studies that fall within the scope of our interest or know of relevant references we strongly encourage you to access the database form and answer the relevant questions to include your study in the database. In the first stage of the project we seek to compile a comprehensive database of current research and in a second stage we plan to develop tools that will allow all users to retrieve information and references from this database.
Research Methodology Database Form
Research Methodology Database Search Tool
Please indicate the descriptor(s) that best fit the research design of the study reported in the publication:
Please indicate the setting(s) in which the study was conducted:
Ages of participants
Data collection procedures
Indicate if the study was conducted in a single country or has a comparative / cross-national component:
Name of country
Number of countries
Type of output / publication
Year of publication
First author – First name
First author – Surname
Place of publication
Place of publication
Organization / Agency sponsoring the publication
Other relevant details
|08/12/2015 18:25:33||Qualitative||Family / Home||2 years of age, 3 years of age, 4 years of age, 5 years of age, 6 years of age, 7 years of age, 8 years of age, Older children (9-18 years of age), Adults||Observation, Interviews, Visual methods (photographs, video, etc.)||11-50||Single-Country Study||Spain||1||English||Research article||2012||David||Poveda||Marta Morgade
|Children at Home in Madrid||ETNIA-E Cuadernos de investigación etnográfica sobre infancia, adolescencia y educación del IMA / FMEE||4||1-15||In this article we focus on transformations occurring in middle/upper-class children’s homes in Madrid (Spain). We examine emergent patterns of use and appropriation of domestic space in children’s lives and focus on two themes: (1) the re-utilization of daily tasks and home spaces for children’s leisure and socialization, (2) the role of new technologies of communication in children’s lives and social relations from home. The results show children’s active role in the appropriation of domestic space and suggest that discussions of children’s withdrawal from public space need to be reconsidered from an ecological-systemic perspective.||https://www.academia.edu/9500988/No_4_Octubre_2012_Children_at_home_in_Madrid_-_David_Poveda_Marta_Morgade_y_Javier_Gonz%C3%A1lez-Pati%C3%B1o|
|09/12/2015 18:21:00||Qualitative, Ethnography, Case Study||Pre-School / Nursery / Kindergarten, Family / Home, Peers||3 years of age, 4 years of age||Surveys, Observation, Interviews, Visual methods (photographs, video, etc.), Secondary documents (News, Media, Policy reports, Industry documents, etc.)||0-10||Single-Country Study||ENGLAND||1||English||Research article||2011||Rosie||Flewitt||Bringing ethnography to a multimodal investigation of early literacy in a digital age||Qualitative Research||11||3||293-310||10.1177/1468794111399838||This article reflects on the insights that ethnography brings to the analytic tools of multimodality in the investigation of early literacy practices. First, it considers the intersection between ethnography and multimodality, their compatibility and the ambivalences that arise from their potentially conflicting epistemological framings. Using data from an ESRC-funded study of early literacy across printed and digital media, the paper illustrates how an ethnographic toolkit that incorporates a social semiotic approach to multimodality can produce richly situated insights into the complexities of early literacy development in a digital age, and can inform culturally sensitive theories of literacy as social practice.||http://qrj.sagepub.com/content/11/3/293|
|09/12/2015 18:55:29||Qualitative, Case Study||Pre-School / Nursery / Kindergarten, Primary School||3 years of age, 4 years of age, 5 years of age, 6 years of age, 7 years of age, 8 years of age, Older children (9-18 years of age)||Observation, Interviews, Secondary documents (News, Media, Policy reports, Industry documents, etc.)||11-50||Single-Country Study||England||1||English||Research article||2015||Rosie||Flewitt||David Messer
|New directions for early||Journal of Early Childhood Literacy||15||3||289–310||10.1177/1468798414533560||This paper discusses how touch-screen technology can offer innovative opportunities for early literacy learning but also present challenges for teachers and children. It reports on a small-scale study where iPads were loaned to a nursery (3-4 year-olds), primary school reception class (4-5 year-olds) and a Special School (7-13-year-olds). Through pre- and post-interviews with practitioners and observations of practice in the three different settings, the study found that well-planned iPad-based literacy activities stimulated children’s motivation, concentration, offered rich opportunities for communication, collaborative interaction, independent learning, and for children to construct positive images of themselves in the literacy classroom.||http://ecl.sagepub.com/content/15/3/289|
|09/12/2015 19:15:53||Qualitative, Case Study||Pre-School / Nursery / Kindergarten, Primary School||3 years of age, 4 years of age, 5 years of age, 6 years of age, 7 years of age, 8 years of age, Older children (9-18 years of age)||Observation, Interviews, Secondary documents (News, Media, Policy reports, Industry documents, etc.)||11-50||Single-Country Study||England||1||English||Research article||2014||Rosie||Flewitt||Natalia Kucirkova
|Touching the virtual, touching the real:iPads and enabling literacy for students experiencing disability||Australian Journal of Language and Literacy||37||2||107-116||This paper discusses the potential of iPads for supporting literacy learning in special education, with a focus on how the gestural and sensory experience of touch can enable young learners with moderate to complex physical and/or cognitive disability to engage in independent and inclusive classroom-based literacy activities. The findings are based on a study of a diverse group of students aged 3 to 19 years in a special school, using the ethnographic tools of field notes, observations and interviews with teachers and students about the potentials and challenges of using iPads in the classroom, focusing on constructing an interdisciplinary theorisation of touch and conceptualisations of its role in learning.||http://web.a.ebscohost.com.libezproxy.open.ac.uk/ehost/detail/detail?vid=4&sid=101cd40a-2285-4e71-9e54-ee3a6474f4d5%40sessionmgr4005&hid=4207&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=96256130&db=a9h|
|06/01/2016 12:18:17||Mixed-Methods||Family / Home, Community (Other)||Older children (9-18 years of age)||Surveys, Interviews||501-1000||Single-Country Study||SC||1||Portuguese||Research article||2015||Vitor||Tomé||Redes sociais: perceções de aprendizagem em ambiente formal, não-formal e informal por parte de jovens, seus encarregados de educação e seus professores||Média & Jornalismo||15||27||87 – 106||10.14195/2183-5462_27_4||Redes sociais online: práticas e percepções de jovens (9-16), seus professores e encarregados de educação||Vitor Tomé, Evelyne Bévort, Vitor Reia-Baptista||Investigação em media sociais: uma visão glocal||127-335||Lisbon||RVJ||978-989-8289-45-2||The research consisted of a survey to young people (549 aged 9-16), their teachers (150) and their parents (267) in about the uses, practices, risk perceptions and opportunities, but also the perception of respondents on the pedagogical potential of OSN in an integrating context of formal and informal learning. After data analysis, focus interviews were conducted with 142 young people, 20 teachers and 20 parents, all of whom had responded to the questionnaire. 40% out of 499 young people started using online social networks at the age of eight or before. Nowadays we are focused on children between 0-8 y.o.||http://www.cimj.org/revista/27/redessociais.pdf|
|06/01/2016 14:24:25||Qualitative||Family / Home||6 years of age, 7 years of age||Observation, Interviews||0-10||Comparative / Cross-National Study||Portugal||18||English||Research report||2016||Rita||Brito||Patrícia Dias||Young Children (0-8) and Digital Technology, a qualitative exploratory study||Joint Research Centre|
|06/01/2016 15:02:00||Qualitative||Pre-School / Nursery / Kindergarten||3 years of age, 4 years of age, 5 years of age, 6 years of age||Interviews||11-50||Single-Country Study||Portugal||1||Portuguese||Research article||2015||Rita||Brito||Perceções de crianças de 4 e 5 anos sobre o Facebook||Diálogos Educacionais em Revista||5||1||51-65|
|06/01/2016 15:03:45||Quantitative||Pre-School / Nursery / Kindergarten||3 years of age, 4 years of age, 5 years of age, 6 years of age||Interviews||11-50||Single-Country Study||Portugal||1||Portuguese||Research article||2014||Rita||Brito||O Facebook tem assim um quadradinho e está ali um “F”. Representações de crianças de 4 e 5 anos sobre esta rede social||Revista Tecnologias na Educação||11||6||1984-4751|
|06/01/2016 15:06:36||Qualitative||Family / Home||0-1 years of age, 2 years of age, 3 years of age, 4 years of age, 5 years of age, 6 years of age||Observation, Interviews||11-50||Single-Country Study||Portugal||1||Portuguese||Other||2015||Rita||Brito||Altina Ramos||¬ Brito, R., Ramos, A. (2015). Meios digitais, web, redes sociais e crianças de 3 a 5 anos de idade: as suas práticas, o papel dos irmãos e perceções dos pais. In Gomes, M.J., Osório, A. & Valente, L., Proceedings of the IX International Conference of ICT and education, Challenges 2015, 359-368. ISBN 978-989-97374-3-3|
|07/01/2016 11:47:34||Mixed-Methods||Pre-School / Nursery / Kindergarten, On-line / Virtual||3 years of age, 4 years of age, 5 years of age, 6 years of age||Surveys, Observation||11-50||Single-Country Study||PT||1||English||Other||2010||Rita||Brito|
|07/01/2016 17:25:03||Qualitative, Participatory / Action Research||Community (Other)||Older children (9-18 years of age)||Observation, Interviews, Visual methods (photographs, video, etc.), Documents / Artifacts generated by participants||11-50||Single-Country Study||Portugal||1||English||Other||2015||Teresa||Castro||“It’s a complicated situation”. Harm in everyday experiences with technology. A qualitative study with school-aged children||PhD thesis||From a study with two objectives: to understand the personal values and meanings children might use to interpret their technologized lives and, to uncover unintended harmful outcomes (more or less) hidden in children’s everyday digital lives, this thesis presents qualitative data on children’s digital connections and interactions and the contradictions enclosed in a constantly changing (risk) society and how adults and children have different parameters when assessing harm.
A participatory approach enabled to reach the intricacies of participants’ interactions (a total of 41, mostly aged 10-12 from a variety of socio-economic backgrounds). Children’s voices inform a multi-lens and data-driven approach drawing perspectives from sociology of risk, childhood studies, socio-technical studies and Zemiology.
|10/01/2016 18:11:56||Mixed-Methods||Pre-School / Nursery / Kindergarten, Family / Home||0-1 years of age, 2 years of age, 3 years of age, 4 years of age||Surveys, Observation, Interviews, Visual methods (photographs, video, etc.), Documents / Artifacts generated by participants||+1000||Single-Country Study||UK||1||English||Research report||2016||Jackie||Marsh||Lydia Plowman
|Exploring Play and Creativity in Pre-Schoolers’ Use of Apps: Final Project Report.||University of Sheffield, Sheffield, UK||Economic and Social Research Council||The report outlines the findings of a co-produced study, developed in collaboration between academics at the Universities of Sheffield and Edinburgh, the BBC (CBeebies), Monteney Primary School and the children’s media companies Dubit and Foundling Bird. The aims of the study were to examine pre-school children’s use of apps and identify how far tablet apps for pre-school children (aged 0-5), including apps that incorporate augmented reality, promote play and creativity. The project had 4 phases: (i) An online survey of 2000 parents of 0-5 year-olds in the UK who had access to tablets; (ii) Case studies of six 0-5-year-old children's use of tablets/ apps in homes; (iii) 20 hours' observations of children aged 3-5 using apps in a school (iv) analysis of the affordances of the most popular apps for 0-5 year-olds in the UK, in addition to 6 augmented reality apps.||http://www.techandplay.org|
|14/01/2016 10:51:05||Qualitative, Ethnography, Case Study||Pre-School / Nursery / Kindergarten||3 years of age, 4 years of age, 5 years of age, 6 years of age||Observation, Interviews, Visual methods (photographs, video, etc.)||11-50||Single-Country Study||England||1||English||Research book chapter||2014||Rosie||Flewitt||Early literacy learning in the contemporary age||Moyles, J., Payler, J. and Georgeson, J||Early Years Foundations: Critical Issues||98-108||Maidenhead||Open University Press||978-0335262649||This chapter discusses the challenges facing young children as they learn to become literate in today’s multi-media world. Definitions of literacy are considered over time, along with different understandings of what ‘literacy’ is and debates about how it should be taught, with a focus on the current curriculum emphasis on learning phonics. New terms are considered, including the plural literacies to indicate the many different ways that children and adults engage with literacy in different contexts, and multimodal literacies, with examples from recent research of inclusive approaches to supporting early literacy development through playful activities with traditional and ‘new’ media.||http://www.mheducation.co.uk/9780335262649-emea-early-years-foundations-critical-issues|
|14/01/2016 10:58:15||Qualitative, Longitudinal, Ethnography, Case Study||Pre-School / Nursery / Kindergarten, Family / Home||3 years of age, 4 years of age||Surveys, Observation, Interviews, Visual methods (photographs, video, etc.)||0-10||Single-Country Study||England||1||English||Research book chapter||2012||Rosie||Flewitt||Multimodal Perspectives on Early Childhood Literacies’||J. Larson and J. Marsh||The SAGE Handbook of Early Childhood Literacy||295 – 309||London||Sage||As young children in today’s world go about their everyday lives, what are their experiences of literacy? How have the literacy practices they encounter changed as a result of the ‘digital age’ and are print-based definitions still adequate for theorising early literacy? These are profound and unresolved questions that are driving forward the development of diverse strands of current educational theory, and in this chapter, I consider how multimodal perspectives can offer fresh insights into contemporary early literacy learning.||https://uk.sagepub.com/en-gb/eur/the-sage-handbook-of-early-childhood-literacy/book235976|
|14/01/2016 11:05:05||Qualitative, Ethnography, Case Study||Pre-School / Nursery / Kindergarten, Family / Home||3 years of age, 4 years of age||Observation, Interviews, Visual methods (photographs, video, etc.), Documents / Artifacts generated by participants||0-10||Single-Country Study||England||1||English||Research book chapter||2008||Rosie||Flewitt||Multimodal Literacies’||J. Marsh and E. Hallet||Desirable Literacies: Approaches to Language and Literacy in the Early Years||122-139||London||Sage||Drawing on social semiotic theories of communication and on early years research, this chapter illustrates how children become literate in many ways, not just through language, but through learning to use combinations of different modes, such as gesture, gaze, movement, image, layout, music and sound effects. The chapter clarifies how children’s uses of different modes are shaped by the social and cultural worlds that they find themselves in, and how learning to be literate in today’s world involves acquiring a range of skills and practices in different media, such as books, personal computers, games consoles and mobile phones.||https://uk.sagepub.com/en-gb/eur/desirable-literacies/book232567|
|14/01/2016 11:13:16||Qualitative, Ethnography, Other||Pre-School / Nursery / Kindergarten, Primary School, Family / Home, Museums||3 years of age, 4 years of age, 5 years of age, 6 years of age, Older children (9-18 years of age)||Observation, Interviews, Visual methods (photographs, video, etc.), Documents / Artifacts generated by participants||11-50||Single-Country Study||England||1||English||Research article||2011||Bella||Dicks||Rosie Flewitt, Lesley Lancaster, Kate Pahl||Multimodality and ethnography: working at the intersection||Qualitative Research||11||3||227–237||This introduction to a special issue reflects on the methodological and theoretical implications of bringing multimodality and ethnography into dialogue with each other – a development that, we think, throws up some provocative issues for qualitative research methodology. These include questions about the ‘epistemological compatibility’ of different approaches, when each carries particular theoretical and methodological histories and associations, and what might be gained and lost in endeavours to bring together their respective descriptive and analytic conventions.|
|14/01/2016 11:32:13||Qualitative, Longitudinal, Ethnography, Case Study||Pre-School / Nursery / Kindergarten, Family / Home, Peers||3 years of age, 4 years of age||Surveys, Observation, Interviews, Visual methods (photographs, video, etc.)||0-10||Single-Country Study||England||1||English||Research article||2010||Sylvia||Wolfe||Rosie Flewitt||New technologies, new multimodal literacy practices and young children’s metacognitive development||Cambridge Journal of Education||40||4||387–399||This paper discusses concepts of learning through ‘collaborative multimodal dialogue’. It draws on an ESRC-funded study (RES-000-22-2451) investigating 3-and 4-year-old children’s encounters with literacy as they engage with a range of printed and digital technologies at home and in a nursery. The paper considers how children use multiple communicative modes as they experience literacy in different media, and how these experiences underpin metacognitive development. Drawing on notions of literacy as social practice, this paper discusses how the advent of new technologies has introduced new dimensions into young children’s literacy learning, the implications of which have not yet been fully recognised in early years policy guidance, training or practice.||http://eric.ed.gov/?id=EJ907712|
|18/01/2016 14:27:03||Quantitative, Qualitative||Primary School, Family / Home||6 years of age, 7 years of age, 8 years of age, Older children (9-18 years of age), Adults||Surveys||+1000||Single-Country Study||Switzerland||1||German (English)||Research report||2015||Lilian||Suter||Gregor Waller
|MIKE – Medien, Interaktion, Kinder, Eltern||Zurich||Zürcher Hochschule für Angewandte Wissenschaften||In a representative manner, the MIKE study has investigated the media usage behaviour of primary-school-age children living in Switzerland. MIKE stands for Medien, Interaktion, Kinder, Eltern (media, interaction, children, parents). Between mid-September 2014 and the end of January 2015, a total of 1065 children aged from six to thirteen, as well as 641 parents, were surveyed in Switzerland’s three major linguistic regions.
The abstract and a summary of interesting facts are available in English. The full report is only available in German.
|19/01/2016 16:28:12||Qualitative, Ethnography, Case Study||Primary School, Special Needs School / Program, Family / Home, Community (Other)||0-1 years of age, 2 years of age, 3 years of age, 4 years of age, 5 years of age, 6 years of age, 7 years of age, 8 years of age, Older children (9-18 years of age), Adults||Observation, Interviews, Visual methods (photographs, video, etc.), Secondary documents (News, Media, Policy reports, Industry documents, etc.)||101-500||Single-Country Study||UK||1||English||Research book chapter||2016||Sonia||Livingstone||Alicia Blum-Ross||Researching children and childhood in the digital age||Pia Christensen & Allison James||Researching Children: Perspectives and Practices|
|25/02/2016 18:45:43||Qualitative||Family / Home||6 years of age, 7 years of age||Interviews||11-50||Single-Country Study||Spain||1||English||Research report||2016||Mitsuko||Matsumoto||Cristina Aliagas, Marta Morgade, Cristina Correro, Nieves Galera, Cristina Roncero, David Poveda||Young children (0-8) and digital technology: a qualitative exploratory study – National report – Spain||Universitat Autònoma de Barcelona / Universidad Autónoma de Madrid||Joint Research Centre, European Commission||This national study is a part of a larger qualitative study (JRC, 2015) carried out across 19 European countries aimed at exploring experiences with digital technologies of young children aged between 0 and 8 years and their families.The study seeks to pave the way for better understanding how children below 8 years of age use the Internet and emerging digital devices (e.g. smartphones, tablets, computers, games) at home and their family context. In particular, it looks for existing/emerging uses in relation to online technologies used by children aged between 6 and 7 and their families, and it describes how children engage with (online) technologies and on how parents mediate their use. It also reflects on the potential benefits, risks and consequences associated with their (online) interactions with technologies.||http://www.infanciacontemporanea.com/2016/02/02/digital08report/|
|26/02/2016 20:51:29||Qualitative, Longitudinal, Ethnography, Case Study||Family / Home||2 years of age, 3 years of age, 4 years of age||Observation, Interviews, Visual methods (photographs, video, etc.)||0-10||Single-Country Study||Spain (Catalonia)||1||Spanish||Research book chapter||2014||Cristina||Aliagas||¿Cómo transforma el Ipad las prácticas lectoras literarias? Un estudio etnográfico sobre los efectos del soporte digital en las experiencias de lectura infantil en el contexto familiar||Moscoso, Maria Fernanda||Contextos múltiples de socialización y aprendizaje. Un análisis desde la etnografia de la educación. Etnografia de la socialización en familias||25-31||Madrid||Editorial Traficantes de Sueños||978-84-96453-91-X||http://e-spacio.uned.es/fez/eserv/bibliuned:500383-IIICongresoEtnografia-1045/Documento.pdf|
|26/02/2016 20:55:59||Qualitative, Longitudinal, Ethnography, Case Study||Family / Home||2 years of age, 3 years of age, 4 years of age||Observation, Interviews, Visual methods (photographs, video, etc.)||0-10||Single-Country Study||Spain (Catalonia)||1||English||Research book chapter||2015||Cristina||Aliagas||Ana María Margallo||iPads, emergent readers and families||Mireia Manresa & Neus Real||Digital Literature For Children: Texts, Readers and Educational Practices.||155-172||Frankfurt am Main||Peter Lang||978-2-87574-272-8 pb|
|29/02/2016 16:53:58||Quantitative||Pre-School / Nursery / Kindergarten||5 years of age, 6 years of age||Observation, Physiological measurements||101-500||Single-Country Study||Israel||1||English||Research article||Ofra||Korat||Ora Segal Drori, Pnina Klein||Electronic and Printed Books with and without Adult’s Support as Sustaining Emergent Literacy: Contribution to Children with Low and High Literacy Levels||Journal of Educational Computing Research||41||4|
|04/03/2016 18:24:51||Qualitative, Participatory / Action Research||Community (Other)||Older children (9-18 years of age)||Observation, Interviews, Documents / Artifacts generated by participants||51-100||Comparative / Cross-National Study||SC||5||English||Monograph / Full edited volume||2014||Maria José||Brites||Brites, Maria José, Ravenscroft, Andrew, Dellow, James, Rainey, Colin, Jorge, Ana, Correia Santos, Sílvio, Rees, Angela, Auwärter, Andreas, Catalão, Daniel, Balica, Magda e F. Camilleri, Anthony (2014). Radioactive101 Practices. Lisboa: CIMJ – Centro de Investigação Media e Jornalismo. 42 pp. ISBN 978-989-20-5359-2 (pdf)/ISBN 978-989-20-5360-8 (epub) DOI: 10.13140/2.1.3083.0409
|06/03/2016 10:44:41||Case Study||Family / Home||7 years of age||Observation, Interviews, Visual methods (photographs, video, etc.)||0-10||Single-Country Study||Spain||1||Spanish||Research article||2015||Javier||González-Patiño||Moisés Esteban-Guitart||Fondos digitales de conocimiento e identidad. Un análisis etnográfico y visual||Papeles de Trabajo sobre Cultura, Educación y Desarrollo Humano||11||2||20-25|
|06/03/2016 10:48:58||Qualitative||Family / Home, Peers, Libraries||8 years of age, Older children (9-18 years of age)||Surveys, Observation, Interviews, Visual methods (photographs, video, etc.), Documents / Artifacts generated by participants||11-50||Comparative / Cross-National Study||SC||4||english||Research book chapter||2013||Iliana||Reyes||Moises Esteban-Guitart||Exploring multiple literacies from homes and communities. A cross-cultural comparative analysis||K. Hall, T. Cremin, B. Comber & L. Moll||International Handbook of Research in Children’s Literacy, Learning and Culture||155-171||New York||Wiley-Blackwell|
|06/03/2016 10:52:39||Qualitative, Mixed-Methods, Ethnography, Case Study, Participatory / Action Research||Pre-School / Nursery / Kindergarten, Family / Home||5 years of age, Adults||0-10||Single-Country Study||Spain||1||spanish||Research article||2012||Moises||Esteban-Guitart||Judith Oller, Ignasi Vila||Vinculando escuela, familia y comunidad a través de los fondos de conocimiento e identidad. Un estudio de caso con una familia de origen marroquí||Revista de Investigación en Educación||10||2||21-34|
|08/03/2016 13:07:23||Quantitative, Longitudinal, Participatory / Action Research||Primary School||7 years of age, 8 years of age, Older children (9-18 years of age)||0-10||Single-Country Study||SC Portugal||1||Portuguese||Monograph / Full edited volume||2017||Ana||Medeiros|
|11/03/2016 23:36:51||Case Study||Pre-School / Nursery / Kindergarten||5 years of age||Observation, Interviews, Visual methods (photographs, video, etc.)||0-10||Single-Country Study||Portugal||Portugal||Portuguese||Other||2015||Isabel||Vilaça||Altina Ramos||Master Thesis|
|13/03/2016 15:02:12||Other||Family / Home||0-1 years of age, 2 years of age, 3 years of age, 4 years of age, 5 years of age, 6 years of age, 7 years of age, 8 years of age||Secondary documents (News, Media, Policy reports, Industry documents, etc.)||0-10||Comparative / Cross-National Study||SC||15||English||Research report||2013||Donell||Holloway||Lelia Green
|Zero to Eight. Young Children and their Internet Use||London||London School of Economics and EU Kids Online||This report critically reviews recent research to understand the internet use, and emerging policy priorities, regarding children from birth to eight years old.||http://eprints.lse.ac.uk/52630/1/Zero_to_eight.pdf|
|14/03/2016 08:24:47||Case Study||Family / Home||0-1 years of age, 3 years of age, 7 years of age||Observation, Interviews||0-10||Single-Country Study||Australia||1||English||Research article||2014||Donell||Holloway||Lelia Green
|It's all about the apps': Parental mediation of pre-schoolers' digital lives||Media International Australia||153||148-56||1329-878X||A young mother with a two-year-old and a four-year-old is asked about her experience of parenting. 'I can't believe how much is different,' she says, 'between the first child and the second. It's all about the apps.' Elsewhere in the room, the two pre-schoolers are absorbed in collaborative play with an iPad. Across the continent, a distant relative prepares for a pre-arranged Skype session with her young niece and nephew. She wonders whether the youngest, who has never video-conferenced before, will recognise and talk to her. These children are growing up with a game changer. What had been hailed as 'the Semantic Web' is turning out to be something creatively different. This article uses a series of vignettes to examine the power of the app, from Playschool Playtime to Skype, to highlight, analyse and discuss young children's (aged from birth to five) digital interventions facilitated by a download and touchscreen technologies.||https://search.informit.com.au/documentSummary;dn=812575059739048;res=IELLCC|
|14/03/2016 12:23:33||Qualitative, Case Study||Family / Home||6 years of age, 7 years of age||101-500||Comparative / Cross-National Study||SC||Italy, UK, Germany, Belgium, Finland, Czech Republic, Russia||English||Research report||2015||Stephane||Chaudron||Chaudron S., Beutel M.E, Èernikova M., Donoso Navarette V., Dreier M., Fletcher-Watson B., Heikkilä A-S., Kontríková V., Korkeamäki R-L., Livingstone S., Marsh J., Mascheroni G., Micheli M., Milesi D., Müller K.W. , Myllylä-Nygård T., Niska M., Olkina O., Ottovordemgentschenfelde S., Plowman L., Ribbens W., Richardson J., Schaack C. , Shlyapnikov V., Šmahel D., Soldatova G. and Wölfling K.||Young Children (0-8) and digital technology: A qualitative exploratory study across seven countries||Luxembourg||Publications Office of the European Union||ISBN 978-92-79-45023-5||Despite the growing number of very young children who go online and who are using a wide range of technologies, little is known about children’s interactions with those technologies. This report presents a pilot qualitative study designed and implemented in collaboration with a selected group of academic partners in different European countries that aims at pioneering in Europe the exploration of young children and their families` experiences with new technologies. It presents its results and discuss the findings at cross-national level on how children between zero and eight engage with digital technologies such as smartphones, tablets, computers and games; how far parents mediate this engagement and their awareness on the risks-opportunities balance. The report concludes on recommendations to parents, industries and policymakers.||http://publications.jrc.ec.europa.eu/repository/handle/JRC93239|
|14/03/2016 12:32:37||Qualitative, Case Study||Family / Home||6 years of age, 7 years of age||Observation, Interviews, Visual methods (photographs, video, etc.)||101-500||Comparative / Cross-National Study||SC||Italy, UK, Germany, Belgium, Finland, Czech Republic, Russia||English||Research report||2015||Sonia||Livingstone||Mascheroni, Giovanna., Dreier, Michael., Chaudron, Stephane. and Lagae, Kaat.||How parents of young children manage digital devices at home: The role of income, education and parental style.||London||LSE, EU Kids Online||The main focus of this report is on the role of parental education and household income. Together, these factors capture a major source of difference and inequality across households : hence we ask, how do they shape parental mediation of digital media ?
In terms of method, this report is based on are analysis of the rich data reported in Chaudron et al. (2015). Since that study was itself exploratory, and since the relevance of prior literature on European families of young children in the digital age is uncertain, the present analysis must also be exploratory. The 70 families (the majority with children aged between four and seven, hence our label ‘young children’) were originally selected to span a range of educational and income backgrounds, thus permitting comparisons by socioeconomic status. For the present analysis we divided the families into three groups–lower income/less educated, lower income/more educated and higher income/more educated (note that only two families could be characterised as higher income/less educated)
|21/03/2016 18:15:02||Qualitative||Family / Home, Peers||4 years of age, Older children (9-18 years of age)||51-100||Single-Country Study||Italy||1||English||Research article||2012||Vittadini, Nicoletta||Simone Carlo; Elisabetta Locatelli, Maria Francesca Murru||Studying Young Digital Users: Methods in Practice||International Journal of Learning and Media||4||2||47-55||10.1162/IJLM_a_00094||In contemporary societies communications technologies are constantly evolving under the pressure of digital innovation. Devices and software that allow learning, mediated communications, and the consumption of cultural products always, everywhere, and on every device are multiplying. OssCom (Centro di Ricerca sui Media e la Comunicazione) analyzed the cross-media practices of young Italians, the mediated communication activities of young digital users, the cross-media activities of Italian kids, and social networking use among Italians. The article presents these qualitative studies with a specific attention to the integration of different qualitative research methods—face-to-face interviews, “expanded ethnographies,” participatory methods—and the challenge of harmonizing qualitative research and the large social database retrievable from social networking software. The article describes how these methods can add layers to our understanding of young digital users’ practices that cross the boundaries of online and offline spaces and that include entertainment, sociality, and learning activities.||http://www.mitpressjournals.org/doi/abs/10.1162/IJLM_a_00094#.VvArzDb0x5l|
|21/03/2016 18:17:15||Qualitative||Family / Home, Peers||4 years of age, Older children (9-18 years of age)||51-100||Single-Country Study||Italy||1||English||Research article||2012||Vittadini, Nicoletta||Simone Carlo; Elisabetta Locatelli, Maria Francesca Murru||Studying Young Digital Users: Methods in Practice||International Journal of Learning and Media||4||2||47-55||10.1162/IJLM_a_00094||In contemporary societies communications technologies are constantly evolving under the pressure of digital innovation. Devices and software that allow learning, mediated communications, and the consumption of cultural products always, everywhere, and on every device are multiplying. OssCom (Centro di Ricerca sui Media e la Comunicazione) analyzed the cross-media practices of young Italians, the mediated communication activities of young digital users, the cross-media activities of Italian kids, and social networking use among Italians. The article presents these qualitative studies with a specific attention to the integration of different qualitative research methods—face-to-face interviews, “expanded ethnographies,” participatory methods—and the challenge of harmonizing qualitative research and the large social database retrievable from social networking software. The article describes how these methods can add layers to our understanding of young digital users’ practices that cross the boundaries of online and offline spaces and that include entertainment, sociality, and learning activities.||http://www.mitpressjournals.org/doi/abs/10.1162/IJLM_a_00094#.VvArzDb0x5l|
|23/03/2016 11:14:22||Mixed-Methods, Case Study, Participatory / Action Research||Pre-School / Nursery / Kindergarten, Family / Home||0-1 years of age, 2 years of age, 3 years of age, 4 years of age, 5 years of age||Surveys, Observation, Interviews, Physiological measurements||501-1000||Comparative / Cross-National Study||England||4-5||English||Research article||2016||Ioanna||Palaiologou||research||European Ealry Childhood Education Research Journal||24||1||5-24||DOI:10.1080/1350293X.2014.929876|
|05/05/2016 13:03:23||Mixed-Methods||Pre-School / Nursery / Kindergarten||Adults||Surveys||101-500||Single-Country Study||Kuwait||1||English||Research article||2016||Fayiz||Aldhafeeri||Ioanna Palaiologou and Aderonke Fulorunsho||Integration of digtial technologies into play-based pedagogy in Kuwaiti early childhood education : teachers' views, attidutes and aptidutes||Journal of Ealry Years Education||DOI 10.1080/09669760.2016.1172477||http://www.tandfonline.com/doi/full/10.1080/09669760.2016.1172477|
|21/05/2016 11:23:20||Mixed-Methods||Pre-School / Nursery / Kindergarten||Adults||Surveys, Interviews||501-1000||Comparative / Cross-National Study||SC||5||English||Research article||2016||Ioanna||Palaiologou||Teachers’ dispositions towards the role of digital devices in play-based pedagogy in early childhood education||Early Years||http://dx.doi.org/10.1080/09575146.2016.1174816||http://dx.doi.org/10.1080/09575146.2016.1174816|
|14/07/2016 11:26:59||Mixed-Methods||Pre-School / Nursery / Kindergarten, Primary School, Special Needs School / Program||3 years of age, 4 years of age||Observation, Visual methods (photographs, video, etc.)||11-50||Single-Country Study||Spain||United Kingdom||English||Research article||2014||Natalia||Kucirkova||Kucirkova, N., Messer, D., Sheehy, K., & Panadero, C. F. (2014). Children's engagement with educational iPad apps: Insights from a Spanish classroom. Computers & Education, 71, 175-184.||Children's engagement with educational iPad apps: Insights from a Spanish classroom.||Computers and Education||71||–||175-184|
|14/07/2016 12:21:27||Quantitative, Qualitative||Primary School||6 years of age, 7 years of age, 8 years of age, Older children (9-18 years of age)||Surveys, Visual methods (photographs, video, etc.)||101-500||Single-Country Study||SPAIN||SPAIN||SPANISH/ENGLISH||Research article||2016||Antonia||Ramírez||La competencia mediática en los criterios de evaluación del currículo de Educación Primaria
The presence of media literacy in Primary education curriculum assessment criteria
Antonia Ramírez Garcíaa, Paula Renés Arellanob, Ignacio Aguadedc
a Área de Métodos de Investigación y Diagnóstico en Educación, Facultad de Ciencias de la Educación, Córdoba, España
b Área de Teoría e Historia de la Educación, Facultad de Educación, Universidad de Cantabria, Santander, España
c Área de Didáctica y Organización Escolar, Facultad de Ciencias de la Educación, Universidad de Huelva, Huelva, España
|The presence of media literacy in Primary education curriculum assessment criteria||Aula Abierta||44||2||55-62||10.1016/j.aula.2015.08.002||http://www.elsevier.es/es-revista-aula-abierta-389-articulo-la-competencia-mediatica-los-criterios-S0210277315000256|
|14/07/2016 12:29:03||Quantitative, Qualitative||Primary School, Family / Home||2 years of age, 3 years of age, 4 years of age, 5 years of age, 6 years of age, 7 years of age, 8 years of age, Older children (9-18 years of age)||Surveys, Interviews||51-100||Single-Country Study||SPAIN||SPAIN||SPANISH/ENGLISH||Research article||2010||sonsoles||guerra||LA FORMACIÓN EN MEDIOS Y PANTALLAS DE LAS FAMILIAS
Sonsoles Guerra Liaño
Paula Renés Arellano
Universidad de Cantabria (España)
|LA FORMACIÓN EN MEDIOS Y PANTALLAS DE LAS FAMILIAS||Pixel-Bit. Revista de Medios y Educación||36||193-202||http://acdc.sav.us.es/ojs/index.php/pixelbit/article/view/440|
|14/07/2016 13:06:55||Quantitative||Family / Home||3 years of age, 4 years of age, 5 years of age, 6 years of age, Adults||Surveys||101-500||Single-Country Study||Kuwait||1||English||Research article||2016||Fayiz||Aldhafeeri||Ioanna Palaiologou||Interactions with digtial techonologies of children from 3 to 6 in Kuwaiti homes||EducationalFutures||7||3||48–68||http://educationstudies.org.uk/journal/ef/volume-7-3-2016/interactions-with-digital-technologies-of-children-from-3-to-6-in-kuwaiti-homes/besa-journal-ef-7-3-3-aldhafeeri/|
|18/07/2016 15:44:28||Qualitative||Family / Home||3 years of age, 4 years of age, 5 years of age, 6 years of age, 7 years of age, 8 years of age, Older children (9-18 years of age)||11-50||Single-Country Study||Belgium||1||English||Research article||2016||Bieke||Zaman||Marije Nouwen
Evelien de Ferrerre
Jan Van Looy
|A Qualitative Inquiry into the Contextualized Parental Mediation Practices of Young Children’s Digital Media Use at Home||Journal of Broadcasting and Electronic Media||60||1||1-22||Providing children with digital opportunities while equally minimizing risks is a challenging responsibility. Nevertheless, there is a scarcity of in-depth knowledge on how parents mediate young children’s digital media use. This article describes a qualitative, mixed-method study involving 24 parents and 36 children aged 3 to 9. The contribution is twofold. Firstly, we examine the strategies parents apply and the contextual factors shaping their mediation practices. Secondly, we reveal the emergence of new strategies and point to their dynamic nature. The emergence of distant mediation and participatory learning suggests new prospects for parental mediation literature in today’s digital world.||https://www.researchgate.net/publication/280098255_A_Qualitative_Inquiry_into_the_Contextualized_Parental_Mediation_Practices_of_Young_Children's_Digital_Media_Use_at_Home|
|18/07/2016 15:51:16||Quantitative, Qualitative||Community (Other)||2 years of age, 3 years of age, 4 years of age, 5 years of age, 6 years of age, 7 years of age||Observation, Interviews||11-50||Single-Country Study||Belgium||1||English||Research article||2012||Vero||Vanden Abeele||Bieke Zaman
Dirk De Grooff
|User eXperience Laddering with Preschoolers: Unveiling Attributes and Benefits of Cuddly Toy Interfaces||Personal and Ubiquitous Computing||16||4||451-465||In this paper, we suggest Laddering as a promising empirical method to evaluate the impact of tangibility on young children’s user experiences. In the first part of this paper, we explain what Laddering is. We explicate the conceptual foundations of Laddering, discuss the typical Laddering interviewing technique and focus on the Laddering data treatment. Then, we argue why Laddering might be especially valuable in a context of UX evaluations of tangible and embedded interfaces with children. In the second part of this paper, we present a case study, comparing three cuddly toy interfaces, and we demonstrate how Laddering can be used with preschoolers to explain preferences between these tangible interfaces. The case study confirms that Laddering can contribute to verifying the assumed benefits of tangibility. Laddering revealed how specific cuddly toy attributes as opposed to non-cuddly toy attributes led to specific benefits for the young participants. However, contrary to research findings from developmental literature, only children aged 5 years and older proved to be capable of performing as full Laddering respondents.||https://lirias.kuleuven.be/bitstream/123456789/324347/3/User+eXperience+Laddering+with+preschoolers.pdf|
|18/07/2016 15:53:30||Qualitative, Mixed-Methods||Family / Home||5 years of age||0-10||Single-Country Study||Belgium||1||https://lirias.kuleuven.be/bitstream/123456789/259974/3/The+Extended+Likeability+Framework_vandenabeelezaman.pdf|
|18/07/2016 15:55:16||Qualitative, Mixed-Methods||Family / Home||5 years of age||0-10||Single-Country Study||Belgium||1||English||Research article||2008||Vero||Vanden Abeele||Bieke Zaman||The Extended Likeability Framework: A Theoretical Framework for and a Practical Case of Designing Likeable Media Applications for Preschoolers||Advances in Human-Computer Interaction||2008||1-9||A theoretical framework and practical case for designing likeable interactive media applications for preschoolers in the home environment are introduced. First, we elaborate on the theoretical framework. We introduce the uses and gratifications paradigm (U&G). We argue that U&G is a good approach to researching likeability of media applications. Next, we complete the U&G framework with expectancy-value (EV) theory. EV theory helps us move from theoretical insights to concrete design guidelines. Together, the U&G framework and the EV model form the foundation of our extended likeability framework for the design and evaluation of interactive media applications, for preschoolers in the home environment. Finally, we demonstrate a practical case of our extended likeability framework via the research project CuTI. The CuTI project aims at revealing those particular user gratifications and design attributes that are important to support playful behaviour and fun activities of preschoolers in the home environment.||https://lirias.kuleuven.be/bitstream/123456789/259974/3/The+Extended+Likeability+Framework_vandenabeelezaman.pdf|
|18/07/2016 16:00:16||Quantitative, Qualitative, Mixed-Methods||On-line / Virtual||Adults||Surveys, Secondary documents (News, Media, Policy reports, Industry documents, etc.)||+1000||Single-Country Study||Belgium||1||English||Other||2015||Lizzy||Bleumers||Karen Mouws
Maarten Van Mechelen
|Sensitivity to Parental Play Beliefs and Mediation in Young Children's Hybrid Play Activities||Proceedings of the 14th International Conference on Interaction Design and Children||2015||170-177||Supporting young children's play in the digital world is a challenging endeavor. Little is known, however, about the parental beliefs and mediation practices regarding children's facilitated play in hybrid (mixed digital/physical) environments and how one can account for this through design. Following a Value Sensitive Design approach, we performed: 1) a conceptual literature investigation, 2) an empirical survey with 1398 parents of child(ren) aged 4-6 years, and 3) a technical investigation on online customer reviews of hybrid playful products for children. Our findings reveal the role of parents' mediation and beliefs in shaping young children's play. We provide designers with guidance to be accountable of the way design properties can foster parental play beliefs and support adult-child interaction. We conclude that young children's facilitated play in hybrid environments is shaped by both the social context in which it is enacted and the affordances provided through design.||https://lirias.kuleuven.be/bitstream/123456789/491036/2/p170-bleumers.pdf|
|18/07/2016 16:04:59||Qualitative, Mixed-Methods, Participatory / Action Research||Family / Home, Community (Other)||4 years of age, 5 years of age, 6 years of age, 7 years of age, 8 years of age, Older children (9-18 years of age), Adults||Observation, Interviews, Documents / Artifacts generated by participants||11-50||Single-Country Study||Belgium||1||English||Other||2015||Marije||Nouwen||Maarten Van Mechelen
|A Value Sensitive Design Approach to Parental Software for Young Children||Proceedings of the 14th International Conference on Interaction Design and Children||2015||363-366||Parental control software enables parents to support risk-management of their children’s digital media use. However, tools to support online opportunities are left unexplored. This paper presents an explorative inquiry into stakeholder values related to parental software for young children, using a Value Sensitive Design approach. By studying values, we aim to illuminate design of parental software solutions that are responsive to the issues families find most important. We engaged in value exploration of corporate and parental values, and conducted a workshop with the corporate stakeholders to align stakeholder values. The results highlight the importance of values such as ‘control for safety’ and ‘involvement’ in the development of parental software for young children. The contribution of this paper lies in the understanding of stakeholder needs and values concerning software tools that balance online risks and opportunities for young children.||http://dl.acm.org/citation.cfm?id=2771917|
|18/07/2016 16:11:19||Quantitative, Qualitative||Day Care / Child Minder, Community (Other)||3 years of age, 4 years of age, 5 years of age, 6 years of age, 7 years of age||Observation, Interviews||11-50||Single-Country Study||Belgium||1||English||Other||2010||Bieke||Zaman||Vero Vanden Abeele||Laddering with young children in User eXperience evaluations: theoretical groundings and a practical case||roceedings of the 9th International Conference on Interaction Design and Children||2010||156-165||In this paper, we investigate the usefulness and feasibility of Laddering with young children in User eXperience evaluations. We start with a revision of theoretical literature and guidelines. Developmental literature suggests that children aged two to seven years old have the cognitive capabilities to perform as Laddering interviewees. Next, we put these findings to the test via a practical case. The results of our case study demonstrate that only the older children, aged five years and older, were able to construct meaningful ladders. As for the type of ladders created, our results are in line with literature; children are inclined to attribute external reasons to product preferences rather than internal reasons, and consequently create ladders of attributes and consequences, not reaching for values.||https://lirias.kuleuven.be/bitstream/123456789/297564/1/Laddering+with+Young…..pdf|
|20/07/2016 14:16:11||Mixed-Methods, Case Study||Pre-School / Nursery / Kindergarten||5 years of age||Observation, Visual methods (photographs, video, etc.)||51-100||Single-Country Study||Portugal||1||English||Research article||2014||Cristina||Sylla||Clara Coutinho, Pedro Branco||A digital manipulative for embodied ‘‘stage-narrative’’ creation||Entertainment Computing / Elsevier||5||4||495–507||http://dx.doi.org/10.1016/j.entcom.2014.08.011||Keywords:
Storytelling; Narrative performance; Tangible interfaces; Digital manipulatives; Emergent literacy; Preschoolers
•27 pairs of pre-schoolers used a digital manipulative to create stories during six months during free-play time.
•Children’s narrative construction occurred in two levels.
•Children shared the stage, and simultaneously performed on this stage.
•They had equal control of the performance and orchestration of the story.
•The tangible elements promoted the creation of embodied stage-narratives.
|20/07/2016 14:26:18||Mixed-Methods, Case Study||Pre-School / Nursery / Kindergarten||5 years of age||Observation, Visual methods (photographs, video, etc.)||11-50||Single-Country Study||Portugal||1||English||Research article||2015||Cristina||Sylla||Clara Coutinho, Pedro Branco, Wolfgang Müller||Investigating the use of digital manipulatives for storytelling in pre-school||International Journal of Child-Computer Interaction /Elsevier||6||39–48||http://dx.doi.org/10.1016/j.ijcci.2015.10.001||The investigation presented here reports findings from a four-month evaluation of a digital manipulative that was carried in a Portuguese preschool involving 24 pairs of children during a period of four months. The gathered data showed that children used the digital manipulative
system to create stories and play language games, which are activities that foster the development of oral language and emergent literacy, and are formally targeted in the preschool curriculum. The system provided challenge and adventure, motivating children to collaboratively explore and create narratives, empowering each child to actively participate in the task.
|20/07/2016 14:50:04||Mixed-Methods, Case Study||Pre-School / Nursery / Kindergarten||4 years of age, 5 years of age||Surveys, Observation, Visual methods (photographs, video, etc.), Documents / Artifacts generated by participants||11-50||Single-Country Study||Portugal||1||English||Research article||2012||Cristina||Sylla||Pedro Branco, Clara Coutinho, Eduarda Coquet||TUIs vs. GUIs: comparing the learning potential with preschoolers||Personal and Ubiquitous Computing / Springer||16||4||421-432||DOI: 10.1007/s00779-011-0407-z.||This paper presents a comparison study between a tangible (TUI) and a traditional graphical user interface (GUI) for teaching preschoolers
about good oral hygiene. The study was carried with 41 children aged 4 – 5. Questionnaires to parents, children’s drawings, and interviews were used for data collection and analysis. The results suggest that the TUI was capable of promoting a stronger and long-lasting involvement having a greater potential to engage children, therefore potentially promoting learning. Evaluation through drawing seems to be a
promising method to work with preliterate children; however,
it is advisable to use it together with other methods.
|20/07/2016 17:23:11||Quantitative, Qualitative, Case Study||Family / Home||5 years of age, 6 years of age, 7 years of age, 8 years of age, Older children (9-18 years of age), Adults||Surveys, Interviews||101-500||Single-Country Study||Germany||1||German||Monograph / Full edited volume||2013||Ulrike||Wagner||Christa Gebel
(Wagner, Gebel, Lampert are Eds.)
|21/07/2016 11:56:20||Qualitative, Case Study||Family / Home, Community (Other)||Adults||Interviews||51-100||Single-Country Study||Germany||1||German||Research report||2016||Ulrike||Wagner||Susanne Eggert
|MoFam – Mobile Medien in der Familie||http://www.jff.de/jff/fileadmin/user_upload/Projekte_Material/mofam/JFF_MoFam_Studie.pdf||Bayerisches Staatsministerium für Arbeit und Soziales, Familie und Integration||The study's target groups are
– families with children aged 8-14 yrs.
– counsellors of child and
youth welfare service institutions
The study also encloses an expertise on the usage of mobile media of children 0-16 yrs.: http://www.jff.de/jff/fileadmin/user_upload/Projekte_Material/mofam/JFF_MoFam_Expertise.pdf
poster of the study in english: http://www.jff.de/jff/fileadmin/user_upload/Projekte_Material/mofam/JFF_MoFam_Poster_englisch.pdf
|25/07/2016 10:40:29||Qualitative||Pre-School / Nursery / Kindergarten, Family / Home, Community (Other)||7 years of age||Observation, Interviews, Documents / Artifacts generated by participants||0-10||Single-Country Study||Canada||1||English||Research article||2014||M||McTavish||“I'll do it my own way!”: A young child's appropriation and recontextualization of school literacy practices in out-of-school spaces.||Journal of Early Childhood Literacy||14||3||319-344||10.1177/1468798413494919||affordance, digital technologies, children’s meaning making, early childhood literacy, multimodal texts, home and school, home and school discourses, home and school pedagogies, home-school practices, family literacy practices||http://ecl.sagepub.com.libproxy.ucl.ac.uk/content/14/3/319.full.pdf+html|
|25/07/2016 11:02:05||Qualitative, Longitudinal, Case Study||Primary School, Family / Home, Community (Other)||6 years of age||0-10||Single-Country Study||Canada||1||English||Research article||2016||Mi Song||Kim||Uncovering one trilingual child’s multi-literacies development across informal and formal learning contexts.||European Early Childhood Education Research Journal||24||3||414-438||10.1080/1350293X.2016.1164407||child development, multilingual education, emotional experience, early childhood education, communication, multi-literacy competencies, informal and formal learning contexts|
|25/07/2016 11:35:07||Qualitative, Longitudinal, Case Study||Family / Home, Community (Other)||3 years of age||Observation, Interviews, Visual methods (photographs, video, etc.)||0-10||Single-Country Study||Japan||1||English||Research article||2014||Dylan||Yamada-Rice||The semiotic landscape and 3-year-olds’ emerging understanding of multimodal communication practices.||Journal of Early Childhood Research||Vol. 12 154-184. 31p.||2||154-184||10.1177/1476718X12463913||early years education, emergent literacy, environmental print, image-based research, multimodality, new literacies, visual mode
|25/07/2016 12:13:14||Qualitative||Family / Home||2 years of age, 6 years of age||Visual methods (photographs, video, etc.)||0-10||Single-Country Study||Australia||1||English||Research article||2009||Christina||Davidson||Young Children's Engagement with Digital Texts and Literacies in the Home: Pressing Matters for the Teaching of English in the Early Years of Schooling||Young Children's Engagement with Digital Texts and Literacies in the Home: Pressing Matters for the Teaching of English in the Early Years of Schooling||8||3||36-54||Young children’s computer use in their homes in order to understand their acquisition of new literacies.
Keywords: Digital literacy practices, new technologies, young children, conversation analysis
|25/07/2016 12:28:33||Participatory / Action Research||Community (Other), On-line / Virtual||Adults||Visual methods (photographs, video, etc.), Documents / Artifacts generated by participants||11-50||Single-Country Study||United States||1||English||Research report||2004||Patricia||Hutinger||Robinson, Linda; Schneider, Carol||Early Childhood Technology Integrated Instructional System (EC-TIIS) Phase 1: A Final Report||Western Illinois University||Center for Best Practices in Early Childhood Education||One of a series of reports in this area of interest||First report from the Early Childhood Technology Integrated Instructional System (EC-TIIS), a Steppingstones of Technology Innovation Phase 1-Development project, developed by the Center for Best Practices in Early Childhood at Western Illinois University as an online instructional system.
Keywords: Adult Training, Workshops, Internet, Emergent Literacy, Computer Software Evaluation, Educational Technology, Technology Integration, Young Children, Online Courses
|25/07/2016 12:34:54||Participatory / Action Research||Community (Other), On-line / Virtual||Adults||Visual methods (photographs, video, etc.), Documents / Artifacts generated by participants||11-50||Single-Country Study||United States||1||English||Research report||2004||Patricia||Hutinger||Robinson, Linda; Schneider, Carol||Early Childhood Technology Integrated Instructional System (EC-TIIS): Phase 3. Final Report||Western Illinois University||Center for Best Practices in Early Childhood Education||One of a series of reports in this area of interest||Adult Education, Workshops, Internet, Emergent Literacy, Computer Software Evaluation, Educational Technology, Technology Integration, Young Children, Online Courses||http://ec.thecenterweb.org|
|25/07/2016 12:54:33||Qualitative||Family / Home||2 years of age, 3 years of age, 4 years of age, 5 years of age, 6 years of age, 7 years of age, 8 years of age||Interviews||11-50||Single-Country Study||East and West Coast United States||1||English||Research report||2012||Shelley||Pasnik||Llorente, Carlin||2012 Context Study of the Use of Technology and PBS KIDS Transmedia in the Home Environment: A Report to the CPB-PBS "Ready to Learn Initiative"||MA, USA||Department of Education (DE)||Available from Education Development Center, Inc.||The CPB-PBS Ready To Learn initiative, funded by the U. S. Department of Education, brought engaging, high-quality media to young children deemed potentially at risk for academic difficulties due to economic and social disadvantages. The initiative aimed to deliver early mathematics and literacy resources on new and emerging digital platforms such as tablet computers, interactive whiteboards (IWBs), and smartphones, as well as better-established technologies such as computers, video displays, and gaming consoles, and to create learning experiences that leverage the unique capabilities of these various technology platforms.
Additional related publications can be found via the URL link below.
|25/07/2016 17:29:48||Qualitative, Ethnography||Family / Home||0-1 years of age, 2 years of age, 3 years of age, Adults||Observation, Interviews, Visual methods (photographs, video, etc.)||0-10||Single-Country Study||Australia||1||English||Research article||2015||Wendy Louise||Brooks||Music in infant-directed digital video discs: acontent analysis||Music Education Research||17||2||141-161||10.1080/14613808.2014.886675||Thirteen DVDs with titles implying a contribution to young children’s musical development and education are the focus of this paper. Mothers were observed using the DVDs at home with their children and their interactions discussed via semi-structured interviews. The article is written by a music specialist from the Sydney Conservatorium of Music.
Early childhood; multimodality; baby media; musical interaction; music education
|25/07/2016 17:45:23||Qualitative, Case Study||Pre-School / Nursery / Kindergarten, Family / Home||3 years of age, 4 years of age||Observation, Interviews, Visual methods (photographs, video, etc.)||0-10||Single-Country Study||England||1||English||Research article||2010||Sylvia||Wolfe||Rosie Flewitt||New technologies, new multimodal literacy practices and young children's metacognitive development||Cambridge Journal of Education||40||4||387-399||DOI: 10.1080/0305764X.2010.526589||Drawing on notions of literacy as social practice, this paper discusses how the advent of new technologies has introduced new dimensions into young children’s literacy learning, the implications of which have not yet been fully recognised in early years policy guidance, training or practice.
Keywords: collaborative multimodal dialogue; literacy practices; new technologies; early childhood education; metacognitive development
|To link to this article: http://dx.doi.org/10.1080/0305764X.2010.526589|
|25/07/2016 18:01:43||Mixed-Methods||Pre-School / Nursery / Kindergarten, Primary School||4 years of age, 5 years of age||Physiological measurements, Visual methods (photographs, video, etc.)||11-50||Single-Country Study||Israel||1||English||Research article||2014||Ofra||Korat||Adina Shamir
|E-books as a support for young children's language and literacy: the case of Hebrew-speaking children||Early Child Development and Care||184||7||998-1016||10.1080/03004430.2013.833195||In this paper, the authors present a series of studies that examine the contribution of e-books reading to the language and literacy of young Hebrew- speaking children. The paper includes children of differing SES. Findings show that children from middle- and low-SES families benefited from reading the e-books with implications for language and literacy development.
Keywords: e-book; young children; SES
|25/07/2016 19:49:37||Qualitative, Other||Family / Home||3 years of age, 4 years of age, 5 years of age||Observation, Visual methods (photographs, video, etc.)||Non-empirical document||Single-Country Study||UK||1||English||Research article||2016||Lydia||Plowman||Rethinking context: digital technologies and children’s everyday lives||Children's Geographies||14||2||190-202||http://dx.doi.org/10.1080/14733285.2015.1127326||The paper considers different ways of conceptualising the settings in which research takes place into children’s everyday uses of digital technologies at home. The terms ‘ecology’ and ‘context’ are widely used to describe such settings but may be less appropriate as the boundaries between ‘home’ and ‘technology’ become less distinct. The paper traces associations between ‘ecology’, ‘culture’ and ‘context’ and outlines some of the ways in which the increasing omnipresence and invisibility of technologies in the home prompt different ways of both thinking about the research setting and suitable methods for exploring children’s everyday lives. Using the Internet of Things as an illustration, it contests default understandings of context and discusses the need to reconsider our use of terminology so that it takes account of the methodological implications and its theoretical provenance.
Keywords: children, context, culture, digital technology, ecocultural, home
|25/07/2016 19:56:19||Qualitative, Case Study||Family / Home||3 years of age, 4 years of age, 5 years of age||Observation, Interviews, Visual methods (photographs, video, etc.)||11-50||Single-Country Study||Scotland||1||English||Research article||2015||Lydia||Plowman||Studying children’s everyday uses of technology in the family home.||Interacting with Computers||27||1||36-46||doi: 10.1093/iwc/iwu031||Studies of the everyday uses of technology in family homes have tended to overlook the role of children and, in particular, young children. A study that was framed by an ecocultural approach focusing on children's play and learning with toys and technologies is used to illustrate some of the methodological challenges of conducting research with young children in the home. This theoretical framework enabled us to identify and develop a range of methods that illuminated the home's unique mix of inhabitants, learning opportunities and resources and to investigate parents' ethnotheories, or cultural beliefs, that gave rise to the complex of practices, values and attitudes and their intersections with technology and support for learning in the home. This resulted in a better understanding of the role of technology in the lives of these 3- and 4-year-old children.||http://iwc.oxfordjournals.org/content/27/1/36|
|25/07/2016 20:01:52||Qualitative||Pre-School / Nursery / Kindergarten, Family / Home||3 years of age, 4 years of age, 5 years of age||Surveys, Observation, Interviews, Visual methods (photographs, video, etc.), Documents / Artifacts generated by participants||11-50||Single-Country Study||Scotland||1||English||Research book chapter||2016||Lydia||Plowman||Learning technology at home and preschool||Nick Rushby & Dan Surry||Wiley Handbook of Learning Technology||96-112||Chichester, UK||John Wiley||Print ISBN: 9781118736432 Online ISBN: 9781118736494||This chapter uses the more inclusive terms digital media or technology interchangeably rather than learning technology as this reflects the broad range of devices likely to be experienced by preschool children across home and preschool environments. The different approaches to conceptualizing technology at home and in educational settings are highlighted by the language used. ICT is generally used to describe the information and communication technologies available in preschool and school, a policy term that is strongly associated with educational uses of computers and interactive whiteboards. The chapter discusses the particular requirements and perceived vulnerabilities of preschool children followed by a consideration of the close relationship between learning and play, and what this means for the use of digital media. Some of the differences between practices in preschool and home settings are outlined, concluding with reflections on the design of digital media and possible future developments.
Keywords: digital media; digital play; learning technology; preschool children
|26/07/2016 11:09:35||Quantitative||Pre-School / Nursery / Kindergarten, Family / Home||3 years of age, 4 years of age||Observation, Physiological measurements, Visual methods (photographs, video, etc.)||51-100||Single-Country Study||Israel||1||English||Research article||2013||Ofra||Korat||Adina Shamir
|Expanding the boundaries of shared book reading: E-books and printed books in parent–child reading as support for children’s language||First Language||33||5||504-523||10.1177/0142723713503148||Located in Israel with participant children and their mothers from low SES, the authors concluded that parents and children may expand their shared book reading experience to include e-books, as these may serve as promising contexts for developing young children’s language.
Keywords: E-book, phonological awareness, shared book reading, word comprehension, young children
|26/07/2016 11:24:45||Other||Pre-School / Nursery / Kindergarten||Non-empirical document||Observation||Non-empirical document||Single-Country Study||Indiana, United States||1||English||Research article||2015||Karen E||Wohlwend||One Screen, Many Fingers: Young Children's Collaborative Literacy Play with Digital Puppetry Apps and Touchscreen Technologies||Theory into Practice||54||2||154-162||10.1080/00405841.2015.1010837||This article examines the digital literacy practices that emerge when young children play together with digital apps on touchscreen devices. It outlines a range of actions in digital literacy practices with computer technologies, for example tapping, swiping, pinching, dragging and stretching in relation to a touchscreen. The article focuses on the centrality of play and collaboration amongst very young children in their learning as they access digital apps.||http://dx.doi.org/10.1080/00405841.2015.1010837|
|26/07/2016 11:35:25||Qualitative, Case Study||Pre-School / Nursery / Kindergarten||4 years of age, 5 years of age||Observation, Interviews, Documents / Artifacts generated by participants||0-10||Single-Country Study||USA||1||English||Research article||2015||Sandra||Beam||Cheri Williams
|Technology-Mediated Writing Instruction in the Early Literacy Program: Perils, Procedures, and Possibilities||Computers in the Schools||32||3-4||260-277||10.1080/07380569.2015.1094320||The paper examines one kindergarten teacher’s use of digital and multimodal technologies to mediate early writing instruction and explore children's appropriation of that instruction to support their independent writing. The authors recommend that early childhood educators be open and willing to explore the use of digital technologies to mediate and transform writing pedagogy and practice beyond traditional paper and pencil methods.
Keywords: technology, writing instruction, early writing development, early literacy
|27/07/2016 17:15:29||Qualitative||Family / Home||4 years of age||Surveys, Interviews, Visual methods (photographs, video, etc.)||11-50||Single-Country Study||Japan||1||English||Research article||2010||Dylan||Yamada-Rice||Beyond Words: An Enquiry into Children's Home Visual Communication Practices||Journal of Early Childhood Literacy||10||3||341-363||10.1177/1468798410373267||Key words: child participative research, early childhood, image-based research, new literacies, new media, the visual mode|
|27/07/2016 17:26:50||Qualitative, Case Study||Pre-School / Nursery / Kindergarten||5 years of age||0-10||Single-Country Study||USA||1||English||Research article||2008||Marjorie||Siegal||Stavroula Kontovourki
|Literacy in Motion: A Case Study of a Shape-Shifting Kindergartener||Language Arts||86||2||89-98||Case study of a Bangladeshi child living in the US and her multimodal, multi-layered literacy interactions within the classroom.The broader study from which this case was drawn was an ethnographic inquiry into the literacy practices and cultural models that constituted the mandated balanced literacy curriculum in a kindergarten classroom where digital and print-based literacies intersected.||http://search.proquest.com.libproxy.ucl.ac.uk/docview/196900288?accountid=14511|
|27/07/2016 17:40:57||Qualitative, Case Study||Primary School, Family / Home||6 years of age||Observation, Interviews, Documents / Artifacts generated by participants||0-10||Single-Country Study||Canada||1||English||Research article||2013||Kari-Lynn||Winters||Vetta Vratulis||Authored Assemblages in a Digital World: Illustrations of a Child's Online Social, Critical and Semiotic Meaning-Making||Journal of Early Childhood Literacy||13||4||529-554||10.1177/1468798412438752||The authors show how children’s digital authorship is shaped by events that occur both in and out of school. They introduce a theoretical framework, Authorship as Assemblage, to incorporate semiotic, social and critical perspectives to expand researchers’ and teachers’ conceptions of digital authorship.
Keywords: digital texts, multimodal literacies, computers and play, critical literacy events, semiotic work
|27/07/2016 17:53:32||Qualitative||Family / Home||2 years of age, 3 years of age, 4 years of age, 5 years of age, 6 years of age||Observation, Interviews, Visual methods (photographs, video, etc.)||0-10||Single-Country Study||Australia||1||English||Research article||2012||Christina||Davidson||Seeking the Green Basilisk Lizard: Acquiring Digital Literacy Practices in the Home||Journal of Early Childhood Literacy||12||1||24-45||10.1177/1468798411416788||Case study of how young children's digital literacy practices were acquired during computer use at home.
Keywords: conversation analysis, digital literacy practices, home, social accomplishment, young children
|28/07/2016 09:58:29||Qualitative||Family / Home||2 years of age, 3 years of age, 4 years of age, 5 years of age, 6 years of age, 7 years of age, 8 years of age, Older children (9-18 years of age)||Surveys||501-1000||Single-Country Study||Netherlands||1||English||Research article||2014||Peter||Nikken||Jeroen Jansz||Developing Scales to Measure Parental Mediation of Young Children's Internet Use||Learning Media and Technology||39||2||250-266||10.1080/17439884.2013.782038||The study had three goals: (1) to contribute to the emerging theory on parental mediation of children’s media use, (2) to explore the links between parental mediation and the family’s media ecology, and (3) to develop a tool to assess parental mediation of young children’s internet use. Types of mediation were age-related, for example supervision was found to be the most common type of guidance for the youngest children.
Keywords: young children; internet; parental mediation; social networking; casual gaming
|28/07/2016 10:08:56||Other||Pre-School / Nursery / Kindergarten, Primary School, Family / Home||3 years of age, 4 years of age, 5 years of age, 6 years of age||Observation, Visual methods (photographs, video, etc.)||Non-empirical document||Comparative / Cross-National Study||SC||Unknown – review of literature||English||Research article||2009||Debra A||Lieberman||Cynthia H Bates
|Young Children's Learning with Digital Media||Computers in the Schools||26||4||271-283||10.1080/07380560903360194||Keywords: children, preschool, kindergarten, media, computer,research, learning, cognitive skills, reading, mathematics||http://dx.doi.org/10.1080/07380560903360194|
|28/07/2016 10:16:54||Other||Pre-School / Nursery / Kindergarten, Primary School, Family / Home, Community (Other)||3 years of age, 4 years of age, 5 years of age||Observation||Non-empirical document||Comparative / Cross-National Study||SC||Unknown – review of literature||English||Research article||2009||Katy||Hisrich||Jay Blanchard||Digital Media and Emergent Literacy||Computers in the Schools||26||4||240-255||10.1080/07380560903360160||This article explores digital media and its effects on/links with three- to five-year-old children's learning and development..
Keywords: digital media, emergent literacy skills, preschoolers, technology, digital media and young children, digital media platforms
|28/07/2016 10:36:21||Other||On-line / Virtual||6 years of age, 7 years of age, 8 years of age, Older children (9-18 years of age)||Secondary documents (News, Media, Policy reports, Industry documents, etc.)||0-10||Single-Country Study||Australia||1||English||Research article||2012||Lisa||Kervin||Sandar C Jones
|Online Advertising: Examining the Content and Messages within Websites Targeted at Children||E-Learning and Digital Media||9||1||69-82||10.2304/elea.2012.9.1.69||This article examines the instances of overt and covert advertisements for food within three websites attached to children's magazines monitored over a 12-month period. This authors argue that this type of advertising presents significant implications for media literacy for young readers. Examples drawn on in the article present different classifications of advertisements that require the reader to carefully extract the content and intent of the message. The authors argue that creating awareness of, and strategies to deconstruct, the ‘hidden messages’ are necessary skills for young readers.
NOTE: sample size unknown. Age groups are targeted audiences for the three children's magazines.
|31/07/2016 14:41:42||Quantitative||On-line / Virtual||Adults||Surveys||101-500||Single-Country Study||Estonia||1||English||Research article||2016||Elyna||Nevski||Andra Siibak||The role of parents and parental mediation on 0–3 year olds’ digital play with smart devices: Estonian parents’ attitudes and practices.||Early Years: An International Research Journal||dx.doi.org/10.1080/09575146.2016.1161601||http://www.tandfonline.com/doi/abs/10.1080/09575146.2016.1161601?journalCode=ceye20|
|12/08/2016 01:13:39||Ethnography, Case Study||Family / Home||0-1 years of age, 2 years of age, 3 years of age, 4 years of age||Observation, Interviews||0-10||Single-Country Study||Spain (Catalonia)||1||English||Research article||2016 (online first before publication)||Cristina||Aliagas||Ana M. Margallo||Children's responses to the interactivity of storybook apps in family shared reading events involving the iPad||Literacy||10.1111/lit.12089.||This paper reports on some data on the effects of screen-based interactivity on children's engagement with storybook apps during family shared book reading that were gathered in a 2-year, small-scale ethnographic case study in Spain. Data analysis focuses on the complex interplay between the storybook app's interactive features and the children's responses to them. Our findings show that interactive elements increase the child's autonomy, as they tend to promote the importance of the reader, positioning him or her as a collaborator, storyteller, an author or an internal character in the fiction; something that can materialise in exciting narrative strategies that can trigger powerful responses to digital literary texts in emergent readers, including playing, creating new fictions or engaging emotionally with the story. Finally, we argue that the Reader Response models that have been used over recent decades to understand children's reading experiences with storybooks need to be revised to better understand their current experiences with interactive texts.||http://onlinelibrary.wiley.com/doi/10.1111/lit.12089/abstract|
|22/08/2016 16:30:53||Other||Community (Other)||Non-empirical document||Visual methods (photographs, video, etc.)||Non-empirical document||Comparative / Cross-National Study||Global||Unknown||English||Research book chapter||2013||Anne Burke||Jackie Marsh||Anne Burke and Jackie Marsh||Children's Virtual Play Worlds: Culture, Learning and and Participation (New Literacies and Digital Epistemologies)||New York||Peter Lang Publishing Inc||ISBN-13: 978-1433118265||Key themes
The social aspects of internet games
Computers and children
Shared virtual environments
The book revisits the question of learning and play in new and interesting ways in the context of children's digital lives becoming more relevant to schools and educators. Children's Virtual Play Worlds: Culture, Learning, and Participation provides an account of children's play engagements in virtual worlds through a number of scholarly perspectives, exploring key concerns and issues which have come to the forefront. The research in this edited volume takes on a global perspective and embraces many different areas of study from school based research, sociology, cultural studies, psychology, to contract law. It shows the potential and possibilities of how children's play and learning in virtual spaces.
|22/08/2016 16:45:37||Qualitative, Case Study||Pre-School / Nursery / Kindergarten||4 years of age, 5 years of age||Surveys, Observation||51-100||Single-Country Study||Midwest USA||1||English||Research article||2013||Beth||Beschorner||Amy Hutchison||iPads as a Literacy Teaching Tool in Early Childhood||IJEMST (International Journal of Education in Mathematics, Science and Technology||1||1||16-24||Key words: iPad, Literacy, Early Childhood
From the abstract:
|22/08/2016 16:59:22||Qualitative||Family / Home||3 years of age, 5 years of age, 6 years of age, 8 years of age||Observation||0-10||Single-Country Study||Canada||1||English||Research article||2011||Joanne||O'Mara||Linda Laidlaw||Living in the iWorld: Two Literacy Researchers Reflect on the Changing Texts and Literacy Practices of Childhood||English Teaching||10||4||149-159||Key words: new literacies, multimodality, mobile devices, young children, home literacy
How understanding children's digital practice in the context of the home environment might be garnered for influencing the development of appropriate pedagogical approaches for teaching technology in school.
|22/08/2016 17:16:55||Other||Primary School||8 years of age, Non-empirical document||Secondary documents (News, Media, Policy reports, Industry documents, etc.)||Non-empirical document||Single-Country Study||United States||1||English||Practitioner-Oriented Periodical||2013||Meghan||McCarthy Welch||Caitlin McMunn Dooley||Are your students really participating?||USA||Learning and Leading with Technology||From the International Society for Technology in Education (ISTE)||A short article for teachers of children aged 8 years and under that makes a claim for practitioners knowing whether their students are using digital tools effectively. For example they ask, are your students participating in digital environments in ways that encourage critical thinking, active engagement, and contribution, or are they simply passive consumers? The authors discuss the importance of true participation for young students to get the most out of the digital tools they encounter.||http://files.eric.ed.gov/fulltext/EJ1015182.pdf|
|23/08/2016 15:13:40||Qualitative||Family / Home||3 years of age||Observation||0-10||Single-Country Study||USA||1||English||Research article||2010||Heejung||An||Holly Seplocha||Video-Sharing Websites: Tools for Developing Pattern Languages in Children||Young Children's Engagement with Digital Texts and Literacies in the Home: Pressing Matters for the Teaching of English in the Early Years of Schooling||65||5||20-25||Key words: computer and video games, learning, technological change, cognition and reasoning
The article provides comment and reflection on children and their families and teachers using video-sharing websites for new types of learning and information sharing (Helft 2009). It explores the pedagogical implications of this digital phenomenon in the context of pattern language development, beginning with reflections on technology interactions between the first author and her son.
|23/08/2016 15:29:59||Mixed-Methods||Primary School||Adults||101-500||Single-Country Study||USA||1||English||Research report||Marilyn P.||Arnone||Ruth V. Small
|S.O.S. for Information Literacy: A Tool for Improving Research and Information Skills Instruction||Atlanta, USA||Convention of the Association for Educational Communications and Technology||Report on Phase 1 of the Project||Key words: Computer Assisted Instruction; Computer Literacy; Computer Uses in Education; Early Childhood Education; Educational Development; Educational Research; Educational Technology; Higher Education; Information Literacy;Information Skils; Instructional Improvement; Multimedia Materials|
|23/08/2016 15:40:13||Qualitative, Case Study||Pre-School / Nursery / Kindergarten||4 years of age, 5 years of age||Observation, Visual methods (photographs, video, etc.)||0-10||Single-Country Study||USA||1||English||Research article||2002||Linda D.||Labbo||Jonathan A. Eakle
Kristina M. Montero
|Digital Language Experience Approach: Using Digital Photographs and Software as a Language Experience Approach Innovation.||Reading Online||5||8||ERIC Number: EJ669379||Note that Reading Online articles are no longer available online.
Contends that not all children benefit from established literacy activities in ways that teachers expect and that computer technologies are not routinely incorporated into classroom literacy activities. Reveals, through a case study, that young children of different ability levels have unique occasions for literacy learning when a Language Experience Approach is enhanced with digital photography. Provides a framework for a Digital Language Experience Approach and implications for classroom practice.
|31/08/2016 21:27:24||Case Study||Primary School||7 years of age, 8 years of age||Observation||Non-empirical document||Single-Country Study||Romania||1||english||Research report||Laurentiu||Soitu||Mihaela Mocanu
|31/08/2016 21:38:05||Qualitative||Primary School||7 years of age, 8 years of age||Observation||Non-empirical document||Single-Country Study||Romania||1||english||Research report||Laurentiu||Soitu||Mihaela Mocanu
|The article shows the process of implementing the digital textbooks in primary level in schools, focused on effects that are generated through their using. The main objective of the research is to answer the question: does the use of digital texbooks have an impact on the assimilation of knowledge, learning skills, changing attitudes and the motivation of learning?
Schools have the option of can give up the idea of taking over and adapting methods to the new technologies, which should become real educational means.
|12/09/2016 08:50:47||Qualitative, Case Study||Primary School||Adults||Interviews||11-50||Single-Country Study||Finland||1||English||Research book chapter||2016||Reijo||Kupiainen||Hanna Leinonen, Marita Mäkinen, Angela Wiseman||Digital Book Project with Primary Education Teachers in Finland||Michele Knobel & Judy Kalman||New Literacies and Teacher Learning: Professional Development and the Digital Turn||109-129||New York||Peter Lang||978-1-4331-2911-7|
|12/09/2016 08:56:28||Case Study||Primary School||8 years of age||Observation, Interviews, Visual methods (photographs, video, etc.)||11-50||Single-Country Study||USA||1||English||Research article||2016||Angela||Wiseman||Marita Mäkinen, Reijo Kupiainen||Literacy Through Photography: Multimodal and Visual Literacy in a Third Grade Classroom||Early Childhood Education Journal||44||5||537- 544||doi:10.1007/s10643-015-0739-9|
|12/09/2016 09:04:16||Qualitative, Longitudinal||Day Care / Child Minder, Primary School||5 years of age, 8 years of age, Older children (9-18 years of age)||Surveys, Observation, Interviews, Visual methods (photographs, video, etc.)||51-100||Single-Country Study||Finland||1||English||Research article||2016||Elina||Noppari||Niina Uusitalo, Reijo Kupiainen||Talk to me! Possibilities of producing children´s voices in the domestic research context.||Childhood||http://dx.doi.org/10.1177/0907568216631026|
|29/09/2016 14:44:05||Qualitative||Pre-School / Nursery / Kindergarten||2 years of age, 3 years of age, 4 years of age, 5 years of age, 6 years of age||Observation, Interviews||101-500||Single-Country Study||Norway||1||Norwegian||Research article||2013||Margrethe||Jernes||Barns perspetkiv på aktiviteter der digital teknologi inngår||Barn||1||45-66||ISSN 0800-1669||Abstract
This article focuses on children's perspectives of their own experiences of activity with PC games and digital drawing. The study is based on socio-cultural perspectives on learning and knowledge, where inter subjectivity and the culture of learning is central. Methodologically, the study is phenomenological hermeneutically rooted. The article is based on information gathered in a large field work. Children's perspectives are described and analyzed both from observations and from interviews with children in three Norwegian kindergartens. The results are presented within three themes: The first theme is about children's digital literacy. The second theme is about children's different learning cultures both at home and in kindergarten. The third theme is aspect of communication where technology is included, is discussed.
Keywords: children's perspective, sociocultural perspectives, inter subjectivity, digital technology, kindergarten
|30/10/2016 17:41:46||Case Study||Primary School||6 years of age||Interviews||11-50||Single-Country Study||Portugal||1||Portuguese||Research article||2013||Paula||Flores||Luísa Eça
|A cidadania e as TIC: Projeto no 1º CEB||Colóquio Desafios Curriculares e Pedagógicos na Formação de Professores||1||978-972-8952-33-4||170-177||A escola, enquanto comunidade, imprime possibilidades de relações plurais que superam os programas curriculares e contribuem para o desenvolvimento integral dos alunos. Assim, o presente artigo reflete o modo como as TIC podem modificar contextos e motivações ao nível dos alunos, do professor, da escola e dos encarregados de educação. Neste contexto, alunas da formação inicial de professores implementaram o projeto “Vokimania” em contexto real e, espera-se, que a disseminação do mesmo possa instigar outros contextos educativos à realização de boas práticas com recursos tecnológicos e, deste modo, contribuir para a renovação das práticas pedagógicas.||http://coloquiodesafioscurriculares2015.tk/|
|30/10/2016 18:49:32||Qualitative||Primary School||6 years of age, 7 years of age, 8 years of age||Observation, Interviews||51-100||Single-Country Study||Portugal||1||Portuguese||Research article||2016||Paula||Flores||Altina Ramos||Práticas com TIC potenciadoras de mudança no 1º ciclo do ensino básico||1st International Conference on Teacher Education (INCTE)||1||978-972-745-207-1||187-195||http://hdl.handle.net/10198/11434||As Tecnologias da Informação e da Comunicação (TIC) desafiam duplamente o professor: por um lado deve responder aos interesses das crianças que atualmente não dispensam as tecnologias digitais no seu dia a dia; por outro, têm de encontrar práticas promotoras no aluno de um pensamento crítico, reflexivo, articulado e criativo, práticas motivadoras no sentido de envolverem os alunos na construção do seu próprio conhecimento nas várias áreas curriculares. Este artigo centra-se nas práticas pedagógicas com TIC, apresentando exemplos de atividades onde são utilizados recursos digitais em contexto educativo e salientando os seus efeitos no processo de ensino e aprendizagem. Metodologicamente é um estudo de caso cuja recolha de dados foi realizada no âmbito Prática Pedagógica Supervisionada. Foi feita uma análise de conteúdo de algumas dessas práticas cujos resultados apontam em cinco sentidos: a) há casos em que a utilização de tecnologias pouco acrescentou às práticas anteriormente executadas nas turmas; b) noutros casos, principalmente quando a tecnologia passa efetivamente para a mão dos alunos, verifica-se uma grande motivação e o desenvolvimento de capacidades sócio afetivas e linguísticas c) noutros, ainda, a tecnologia estimula a articulação de saberes, tornando a aprendizagem significativa; d) as TIC são um ponto agregador de motivação; e) há casos em que as tecnologias têm um grande impacto na aprendizagem e, pensa-se, na vida académica e pessoal dos alunos. Com estes exemplos, esperamos contribuir para estimular a renovação de práticas pedagógicas em termos da dimensão metodológica do uso das TIC no 1º CEB.||https://comunidade.ese.ipb.pt/ieTIC|
|30/10/2016 19:05:26||Qualitative, Case Study||Primary School||6 years of age||Observation, Interviews||11-50||Single-Country Study||Portugal||1||Portuguese||Research article||2007||Paula||Flores||António Flores||INOVAR NA EDUCAÇÃO: O MOODLE NO PROCESSO DE ENSINO/APRENDIZAGEM||V Conferência Internacional de Tecnologias de Informação e Comunicação na Educação||1||492-502||The learning process using Moodle platform is nowadays a reality in the primary school. This paper presents the form
one experience and it also shows the e-learning contribution to the knowledge building and its influence on the
method and on the teacher`s profile.
The results show that the inter activity between students and the platform helps them to achieve good learning results
and to feel self motivated, self confident and it also includes the parents` responsibility in a quality education. The
pupil and her/his parents` confidence produces satisfaction and a well-being climate towards the school.
|30/10/2016 19:11:18||Quantitative, Case Study||Primary School||6 years of age||Observation, Interviews||11-50||Single-Country Study||Portugal||1||Portuguese||Research article||2009||Paula||Flores||Joaquim Escola||O papel das novas tecnologias na construção da cidadania: a plataforma Moodle no 1º ciclo do Ensino Básico||Observatorio (OBS*) Journal||8||1646-5954/ERC123483/2009 077||077-096||The appearance of the new educational technologies led to new educational paradigms that are projected
as formal or informal contents. The pedagogical communication suffers deep changes, showing
new challenges that report obsolete pedagogical models. Such alterations claim compulsory changes
in the communicational styles and in the teacher/pupil profile.
Even though there are some promises in society with renewed possibilities of better social integration
and, consequently, a better participation, many adverse signal phenomenon keep happening in high
industrialized and technologically, advanced societies.
Despite all, of this it seems clear that the ICT can take unpredictable directions contributing to the
social exclusion, making new deep inequalities. It’s a school duty to assume the ICT use by pupils in
such a way that they feel like they are participating and so, everyone can learn and build the knowledge
in society together. We look forward to bringing out a brief reflection set about by ICT education
integration and present an experience with Moodle platform that may be the starting point in future
initiatives, becoming a real inclusion factor and the full citizenship statement, since the early school
|30/10/2016 19:37:24||Quantitative||Primary School||Adults||Observation, Documents / Artifacts generated by participants||+1000||Single-Country Study||Portugal||1||Portuguese||Research article||2012||Paula||Flores||Joaquim Escola
|Formar para Inovar, Inovar Formando com TIC||Póvoa de varzim||Escola Superior de Educação de Paula Frassinetti e Nova Escola Galega||III Encontro Internacional Fenda Digital: TIC, Escola e Desenvolvimento. Projetos de inovação mediados pelas TIC (||O futuro exige mudanças no paradigma da educação para que se preparem as gerações atuais e futuras para um mundo incerto, tecnológico e global. Exige, assim, responsabilidades acrescidas a todos os atores da educação no sentido de uma resposta eficaz à renovação da escola. Apresenta-se, neste artigo, uma reflexão crítica que permite compreender a inclusão das TIC discutindo os resultados de um estudo que envolveu 1300 professores na região do Porto e que aborda três dimensões fundamentais: disponibilidade de recursos TIC, formação de professores e boas práticas docentes. Pretende-se, através da interação destes vetores, contribuir para a reedificação de novas políticas que promovam a inclusão das TIC, a formação de professores em TIC e para a disseminação de boas práticas, no sentido de uma visão renovada da construção de aprendizagens e de um novo modo de se viver a escola.||http://recipp.ipp.pt/bitstream/10400.22/6334/1/ART_PaulaFlores_2012.pdf|
|30/10/2016 23:31:25||Qualitative, Case Study||Primary School||7 years of age, 8 years of age||Observation, Interviews||11-50||Single-Country Study||Portugal||1||Portuguese||Research article||2013||Angélica||Mafra||Paula Flores
|O Podcasting no desenvolvimento da leitura: uma experiência no 1º Ciclo do Ensino Básico||1||As TIC no Ensino: Politicas, Usos e Realidades||233 – 255||Santiago de Compostela – Espanha||Andavira Editora||978-84-8408-722-9.||podcasting; processo de leitura, novas metodologias||http://recipp.ipp.pt/handle/10400.22/6329|
|30/10/2016 23:43:51||Other||Primary School, Libraries, On-line / Virtual||6 years of age, 7 years of age, 8 years of age, Adults||Observation, Visual methods (photographs, video, etc.), Documents / Artifacts generated by participants||Non-empirical document||Single-Country Study||Portugal||1||English||Research book chapter||2015||Paula||Flores||Altina Ramos
|The Digital Textbook: Methodological and Didactic Challenges for Primary School.||Digital Textbooks, What’s New?||Santiago de Compostela – Espanha||USC/IARTEM.||dx.doi.org/10.15304/op377.759||The potentialities of ICT in education bring about changes in the teaching and learning methodologies, in the places where you learn and in the way you learn. This demands a reflection not only on the ways of learning, but also on the support resources, so that learning can take place and, of course, it is indispensable to understand the teachers’ answer to the digital challenges. Thus, the purpose of this analysis is to reflect about technological trends in an educational context and their underlying models by analyzing the role played by digital textbooks in Portugal in an innovating context. This way, we intend to contribute to an educational policy as we plan to relate the teachers’ training to the increasing development of the digital textbooks and we also intend to contribute to the understanding of a didactic resource which is closely related to the learning processes which resort to advanced technology.||http://www.usc.es/libros/index.php/spic/catalog/book/759|
|30/10/2016 23:58:40||Quantitative, Qualitative||Primary School, Community (Other)||6 years of age, 7 years of age, 8 years of age, Adults||Observation, Documents / Artifacts generated by participants||+1000||Single-Country Study||Portugal||1||Portuguese||Research article||2013||Paula||Flores||Américo Peres
|Competências e saberes na nova era digital: Exemplificação no 1º ciclo do ensino básico||Universidade de Trás-os-Montes e Alto Douro- Vila Real||Currículo, Aprendizagens e Trabalho Docente||O carácter dinâmico das Tecnologias da Informação e da Comunicação determina mudanças fugazes nas identidades
profissionais dos docentes, desafiando novas competências e novos sentidos na aprendizagem que enriquecem e transformam
o currículo. Configura, ainda, momentos de inquietação que reformam velhos hábitos e dão alento a uma escola renovada
capaz de responder às exigências desta nova geração de jovens multimédia.
Reconhecendo a importância das competências e dos saberes dos professores para ultrapassarem os desafios da era digital e
adaptarem-se a novos contextos metodológicos, pedagógicos, estratégicos e tecnológicos, é importante desenvolver estudos
que incluam não só a análise dos conhecimentos dos professores em TIC, mas também o tipo de práticas pedagógicas que
realizam com os alunos e como as avaliam, para se compreenderem efectivamente as mudanças que ocorrem com o uso das
TIC e o seu significado no currículo ou nas tradições dos docentes.
O estudo que apresentamos envolveu cerca de 1300 professores do 1º Ciclo do Ensino Básico de seis concelhos da região do
grande Porto, tendo como base a análise de dois inquéritos. Um dos inquéritos pretendia analisar a experiência com TIC dos
professores, o outro solicitava a apresentação de boas práticas realizadas com recurso às novas tecnologias.
Verificou-se existir um grupo de ferramentas TIC que os professores revelaram não ter conhecimentos suficientes para as
integrarem nas usas práticas e outro grupo, de dimensão mais reduzido, que envolve ferramentas dominadas satisfatoriamente
pelos professores. Os conhecimentos e a frequência de utilização de ferramentas tecnológicas têm uma associação
estatisticamente significativa com os obstáculos à integração das TIC. Constatou-se, ainda, que para uns, a integração de
novas tecnologias poderá ter representado o passo para um novo perfil de professor e de aluno, uma escola sem fronteiras,
aberta e transparente, pelas diferentes metodologias de trabalho, pelos novos ambientes de aprendizagem, pelas novas
competências exigidas aos alunos, professores e pais. Enquanto, para outros não passou de mais uma ferramenta de trabalho
pelo que a tecnologia se converteu num instrumento de exposição e de consolidação. As boas práticas exigem políticas
educativas eficientes e boas lideranças de escolas, uma adequação do currículo aos tempos actuais para que se assegurem
as condições necessárias à implementação de uma nova era na educação – a educação digital…
|31/10/2016 00:06:24||Qualitative||Primary School, Peers||6 years of age, 7 years of age, 8 years of age, Adults||Surveys, Observation, Documents / Artifacts generated by participants||11-50||Single-Country Study||Portugal||1||Portuguese||Research book chapter||2011||Paula||Flores||Os dez Princípios de uma boa prática||Centro de Formação de Associação de Escolas Braga/Sul.||A par dos tempos que correm, as TIC e o centenário da República||95-98||Braga||Centro de Formação de Associação de Escolas Braga/Sul.||A importância que actualmente se concede à integração das novas tecnologias na educação impõe uma reflexão sobre as práticas pedagógicas hoje vividas nas nossas escolas e a sua repercussão na educação. Este estudo tem como propósito compreender os efeitos das boas práticas e apresentar os 10 princípios de boas práticas com TIC escorados num estudo realizado com professores do 1º Ciclo do Ensino Básico na região do grande Porto. Esperamos assim contribuir para uma reflexão crítica sobre a inclusão das TIC e realçar o seu potencial na educação.||http://recipp.ipp.pt/handle/10400.22/6333|
|02/11/2016 01:00:21||Case Study||Primary School||8 years of age||Observation, Interviews||101-500||Single-Country Study||Rússia||1||English||Research article||2016||Vasilyeva||Nadezda||The use of informational-comm unicational technologi es in reading difficulties correction in children||Moscow,||Annual International Scientific Conference Early Ch ildhood Care and Education, ECCE||In this article we study the problem of reading difficulties in children. We analyze the results of a research, which was aimed
at creating a program for optimizing the functioning of visual
mechanisms and determining the possibility of improving
reading capabilities in children with readin
g difficulties. A special program of correctional sessions was elaborated on the
basis of informational-communicational software, which allows to affect visual mechanisms differentially. Practical
implementation of this program in experiments proved the effectiveness of given approaches in organizing correctional
sessions aimed at overcoming reading difficulties and their prevention in children
|03/11/2016 09:03:14||Qualitative, Other||Primary School||7 years of age, 8 years of age, Older children (9-18 years of age)||51-100||Single-Country Study||Portugal||1||Monograph / Full edited volume||2005 PHD thesis||Altina||Ramos||https://repositorium.sdum.uminho.pt/bitstream/1822/6914/23/Capas.pdf|
|04/11/2016 16:39:59||Qualitative||Pre-School / Nursery / Kindergarten||3 years of age, 4 years of age, 5 years of age||Observation, Visual methods (photographs, video, etc.), Documents / Artifacts generated by participants||11-50||Single-Country Study||Portugal||one||Portuguese||Monograph / Full edited volume||2014||Ilda||Teles||https://repositorium.sdum.uminho.pt/bitstream/1822/36025/1/Ilda%20Maria%20Marinho%20Moreira%20Teles%20Braga.pdf|
|04/11/2016 16:44:35||Qualitative||Pre-School / Nursery / Kindergarten||3 years of age, 4 years of age, 5 years of age||11-50||Single-Country Study||POrtugal||one||Portuguese||Monograph / Full edited volume||2014||Senhorinha||Teixeira||https://repositorium.sdum.uminho.pt/bitstream/1822/36023/1/Disserta%C3%A7%C3%A3o_Senhorinha%20Teixeira_2014.pdf|
|04/11/2016 16:46:09||Qualitative, Case Study||Pre-School / Nursery / Kindergarten||3 years of age, 4 years of age, 5 years of age||11-50||Single-Country Study||Portugal||one||Portuguese||Monograph / Full edited volume||https://repositorium.sdum.uminho.pt/bitstream/1822/36025/1/Ilda%20Maria%20Marinho%20Moreira%20Teles%20Braga.pdf|
|04/11/2016 16:48:08||Qualitative, Case Study||Pre-School / Nursery / Kindergarten||3 years of age, 4 years of age, 5 years of age||11-50||Single-Country Study||Portugal||one||Portuguese||2014||Ádila||Faria||https://repositorium.sdum.uminho.pt/bitstream/1822/35578/1/%C3%81dila%20Ferreira%20Lopes%20de%20Faria.pdf|
|07/11/2016 16:52:25||Qualitative||Pre-School / Nursery / Kindergarten, Primary School||0-1 years of age, 2 years of age, 3 years of age, 4 years of age, 5 years of age, 6 years of age||Observation, Secondary documents (News, Media, Policy reports, Industry documents, etc.)||Non-empirical document||Comparative / Cross-National Study||UK||3||English||Research article||2016||Natalia||Kucirkova||Personalisation: A theoretical possibility to reinvigorate children’s interest in storybook reading and facilitate greater book diversity||Contemporary Issues in Early Childhood Education||17||3||304-316||This article argues for a new approach to address the apparent paradox of a wider availability of children’s literature combined with children’s eroded reading interest. The issue is suggested to be addressed by considering the agency and aesthetic dimensions which lie at the heart of personalisation theory. Translating agency into reading practice means establishing children’s early authoring, which can result in an eclectic approach to content and increased reading motivation, as long as children’s aesthetic choices are fully supported. However, it is also argued that early authoring should not be conflated with achieving an overly child-centred literature, which would ignore the reciprocity dimension of community and society relations. Digital book-making is suggested to offer original concepts which might provide an alternative approach for future work in the area of early authoring.||http://cie.sagepub.com/content/17/3/304.short|
|12/11/2016 13:32:01||Case Study||Community (Other)||Adults, Non-empirical document||Secondary documents (News, Media, Policy reports, Industry documents, etc.)||Non-empirical document||Comparative / Cross-National Study||Lithuania, Sweden||2||English||Research article||2015||Vilmante||Liubiniene||Daniel Persson Thunqvist||Media literacy and digital divide: a cross-cultural case study of Sweden and Lithuania.||Creativity studies||vol. 8||2||134-148||http://dx.doi.org/10.3846/23450479.2015.1046407||Keywords: digital culture, digital divide, digital generation, media literacy, network society, social stratification.
A case study of Sweden and Lithuania aims at analysing the important question of inclusion and exclusion when it comes to the media literacy and the digital divide. Analysis of country-level factors, such as social-stratification, technological infrastructure, educational system, cultural values is provided with the goal to identify the keen factors widening the digital divide of certain population groups in both countries. The study has revealed that in regard to media literacy, age matters the most in case of Lithuania. On the contrary, in Sweden the digital divide between different age groups is diminishing but the media literacy of socio-economically marginalized groups (immigrants in particular) is much lower as compared to the general trends in population. The digital generation – children and teenagers – have got much more in common in both countries as opposed to the senior adult populations.
|12/11/2016 14:01:20||Other||Community (Other)||Non-empirical document||Secondary documents (News, Media, Policy reports, Industry documents, etc.)||Non-empirical document||Single-Country Study||Lithuania||1||English||Research book chapter||2015||Vilmante||Liubiniene||Saulius Keturakis||Reinventing one’s identity and the simulacra of private life in cyberspace.||S. Baumann, M. Flegel||All the world’s a stage: theorizing and producing blended identities in a cybercultural world||13-21.||online||Inter-Disciplinary Press.||978-1-84888-388-8||All the World’s a Stage: Theorizing and Producing Blended Identities in a Cybercultural World explores the extent to which cyber and “real” selves increasingly overlap, intersect, and entwine. As the quotation from Shakespeare indicates, the question of the roles we play in society and their relation to our self is not new; however, the rise of cyberculture has further complicated the relationship between our sense of self and our social roles, because it provides more opportunities to adopt new or changed identities. Some contributors to this volume welcome the complexities of the self that cyberculture has engendered, and explore changes in morality, community, and identity. Others acknowledge the negative effects of such performative identities, questioning what we lose by constructing ourselves so constantly in response to a virtual audience. Nevertheless, cyberculture is now “real” culture, and coming to terms with who we are online increasingly determines who we are altogether.||http://www.interdisciplinarypress.net/product/all-the-worlds-a-stage-theorizing-and-producing-blended-identities-in-a-cybercultural-world/|
|14/11/2016 10:03:45||Qualitative, Ethnography||Pre-School / Nursery / Kindergarten||4 years of age, 5 years of age, 6 years of age, 7 years of age||Observation, Interviews, Visual methods (photographs, video, etc.)||51-100||Comparative / Cross-National Study||SC||2||English||Research article||2016 (forthcoming)||Isabel||Froes||Susana Tosca||Hands Between the Worlds||Hjorth, L., Horst, H., Galloway, A. & Bell, G.||Routledge Companion to Digital Ethnography||507-528||London||Routledge|
|14/11/2016 10:05:39||Qualitative, Ethnography||Pre-School / Nursery / Kindergarten||4 years of age, 5 years of age, 6 years of age, 7 years of age||Observation, Interviews, Visual methods (photographs, video, etc.)||51-100||Comparative / Cross-National Study||SC||2||English||Monograph / Full edited volume||2017 (forthcoming)||Isabel||Froes||PhD monograph to be finished by early Spring 2017.|
|12/12/2016 14:48:55||Qualitative||Family / Home||3 years of age, 4 years of age, 5 years of age, 6 years of age, 7 years of age||Observation, Interviews||0-10||Single-Country Study||Spain||1||English||Research article||2016||Nieves||Galera||Mitsuko Matsumoto
|The place of digital devices in the home and family routines of young children (3-7) in Madrid||Media Education: Studi, Ricerche, Boune Pratiche||7||2||303-319.||10.14605/MED721608||This paper presents results from a study exploring how families with young children organize their daily routines and the place that digital technologies and devices play in these routines. Data from the study draws on an extension of the study coordinated by the EU Joint Research Center on young children (0-8) and digital technology conducted in Spain during 2015 and includes home observations, interviews and video home-tours with 9 families and 10 children from the Madrid (Spain) metropolitan area between 3 and 7 years of age. The analysis draws on concepts from current socio-cultural and ecological theory and examines the interrelationships between adult home activities, children’s care and activity needs and the co-organization of family routines. Our sample allows dividing the children in two age groups (five children between 3-5 years of age and five children between 6-7 years of age) and the cross-sectional analysis suggests a developmental pattern in the co-organization of this family activity and participation system. Younger children seem to have a more autonomous, but not necessarily solitary, use of digital (hand-held) devices that is compatible with parent’s attention to other house chores or work-related demands. Older children continue to use digital devices but as their uses become more varied and parental worries about risks more explicit, more engaged mediation strategies become visible in parents. In both cases, family members co-construct their family routines and activity ecologies, which develop over time, and our data suggests that digital devices (in the set of urban/suburban “European” families we have studied) play an important role in the organization and development of children’s family life.||http://riviste.erickson.it/med/|
|12/12/2016 17:07:54||Qualitative, Participatory / Action Research||Primary School||5 years of age, 6 years of age, 7 years of age||Observation, Interviews, Visual methods (photographs, video, etc.)||101-500||Single-Country Study||Northern Ireland||1||English||Research article||2016||Jill||Dunn||Colette Gray
|‘It’s more funner than doing work’: children’s perspectives on using tablet computers in the early years of school||Early Child Development and Care||DOI: 10.1080/03004430.2016.1238824||A growing body of research presents the potential of tablet computers to transform education. However, this is tempered with disquiet from a number of sources which posit that digital devices are an affront to childhood. Children’s views are a crucial element in understanding the conceptualisation of tablet devices as pedagogical tools. This paper takes a children’s rights approach and seeks to add further insights to the debates on digital technology in early years education by presenting the views of one of the central players within this debate – young children.||http://www.tandfonline.com/doi/full/10.1080/03004430.2016.1238824|
|20/12/2016 08:37:15||Quantitative||Industry / "Living Labs"||4 years of age, 5 years of age||Observation, Visual methods (photographs, video, etc.)||0-10||Single-Country Study||Germany||Germany||English||Research article||2016||Lücking||Phillip||Lücking, P., Rohlfing, K. J., Wrede, B. & Schilling, M. (2016): Preschoolers’ engagement in social interaction with an autonomous robotic system. In: Proceedings of the IEEE ICDL-EpiRob 2016, Cergy-Pontoise.|
|16/01/2017 18:19:57||Quantitative||Pre-School / Nursery / Kindergarten, Primary School||Adults||Surveys||101-500||Comparative / Cross-National Study||Greece||European||English||Research article||2012-2016|
|15/02/2017 10:56:43||Quantitative||Family / Home||0-1 years of age, 2 years of age, 3 years of age, 4 years of age, 5 years of age, 6 years of age||Surveys||101-500||Single-Country Study||Latvia||1||Latvian||Other||2016||Survey was done by society "Centrs Dardedze" an nnline research panel in the Baltic States "Solid Data". There are not report available, but results published online for all respondents (404) http://www.centrsdardedze.lv/data/teksti/bernu_audzinasana.jpg ; for 0-2 years old (158 respondents) http://www.centrsdardedze.lv/data/teksti/Rezultati_0-2g.pdf and for 3-6 years old (246 respondents) http://www.centrsdardedze.lv/data/teksti/Rezultati_3-6g.pdf
smart phone, tabet, how often use, how long time spent, why you are giving device for child