Technology-integrated pedagogical practices : a look into evidence-based teaching and coherent learning for young children

Kewalramani, Sarika and Arnott, Lorna and Dardanou, Maria (2020) Technology-integrated pedagogical practices : a look into evidence-based teaching and coherent learning for young children. European Early Childhood Education Research Journal, 28 (2). pp. 163-166. ISSN 1350-293X (https://doi.org/10.1080/1350293X.2020.1735739)

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Abstract

In the last decade, in particular, understanding technology use within children's play-based experiences has been an important concern for early childhood education researchers and practitioners (Danby et al. 2018; Stephen and Edwards 2018). The World Economic Forum (2019) has highlighted the pressing issue of the twenty-first-century skills gap related to the digital revolution and ways that educators and researchers around the globe can address it through technology. The critical components of the twenty-first-century skill framework, which includes collaboration, communication, critical thinking and problem-solving, capitalise on teachers' appropriate use of technology and holds enormous promise to help foster these critical skills in young children.

ORCID iDs

Kewalramani, Sarika, Arnott, Lorna ORCID logoORCID: https://orcid.org/0000-0003-0304-778X and Dardanou, Maria;
CORE (COnnecting REpositories)