Picture of sea vessel plough through rough maritime conditions

Innovations in marine technology, pioneered through Open Access research...

Strathprints makes available scholarly Open Access content by researchers in the Department of Naval Architecture, Ocean & Marine Engineering based within the Faculty of Engineering.

Research here explores the potential of marine renewables, such as offshore wind, current and wave energy devices to promote the delivery of diverse energy sources. Expertise in offshore hydrodynamics in offshore structures also informs innovations within the oil and gas industries. But as a world-leading centre of marine technology, the Department is recognised as the leading authority in all areas related to maritime safety, such as resilience engineering, collision avoidance and risk-based ship design. Techniques to support sustainability vessel life cycle management is a key research focus.

Explore the Open Access research of the Department of Naval Architecture, Ocean & Marine Engineering. Or explore all of Strathclyde's Open Access research...

The early years technological landscape : reflecting on digital childhoods for pedagogic planning

Arnott, Lorna and Karagiannidou, Eleni and Yelland, Nicola (2017) The early years technological landscape : reflecting on digital childhoods for pedagogic planning. In: 27th European Early Childhood Educational Research Association Conference, 2017-08-30 - 2017-09-01, University of Bologna.

[img]
Preview
Text (Arnott-etal-EECERA-2017-The-early-years-technological-landscape-reflecting-on-digital)
Arnott_etal_EECERA_2017_The_early_years_technological_landscape_reflecting_on_digital.pdf
Accepted Author Manuscript

Download (2MB) | Preview

Abstract

This paper focuses on technology use in early childhood: how we define new technologies; how technologies are shaping childhoods; and what we mean by play with technologies. We describe the contemporary landscapes, that have the potential to enrich children’s early experiences. We build on ecological explorations of technology use in the early years (Arnott, 2016); broadening understandings of technologies (Bers and Horn, 2010; Livingstone et al., 2015) and a decade-long progression of work on play in the digital age (Yelland, 1999; 2011). We adopt a framework of cultural capital (Bourdieu 1993, 1998) which postulates that educational centres play a critical and increasingly pervasive role in perpetuating the advantage of specific knowledge and skills that are valued by society across generations. The empirical elements of the paper used participant observation to create narratives of everyday practice (Mikos cited in Struppert 2011). Appropriate ethical consents were obtain and data disseminated in line with the EECERA Ethical Code (2015). The paper present three findings. We suggest that definitions of ‘new technologies’ must move beyond screen-based media to authentically capture their place in children’s lives (Arnott, 2017). We argue that the multifaceted nature of technologies is altering the ways in which children learn (Karagiannidou 2017). We conclude with empirical examples of this shift in the learning process to describe how the nature of children’s play has become multimodal (Yelland and Gilbert 2017). The paper provides a theoretical foundation within which to position explorations of children’s use of new technologies as part of digital childhoods.