Teale, W. H. (2015, May). Digital Technologies and Literacy Learning: What Do We Know about What Works—And What Doesn’t? (original) (raw)

Technology and literacy in early childhood educational settings: A review of research

This literature review provides an overview of research into technology and literacy for children aged 0–8 in educational settings from 2003–2009. The article begins by exploring the different assumptions about the role of digital texts that underpin the studies considered, identifying three loose categories of studies which position technology as: deliverer of literacy; site for interaction around texts; and medium for meaning-making. Following this, aspects of actor-network theory (Latour, 2005) are used to consider other ways that technology and children may be 'acting upon' literacy in educational settings through recontexualizing meanings from other domains. The article concludes by arguing that there is a need for more extensive exploratory research in this field, which considers how digital practices within educational settings relate to other dimensions of children's literacy learning, in order to better understand how new technologies are and could be contributing to children's literacy within educational settings. It suggests that actor-network theory may offer a way of conceptualizing young children's engagement with digital texts in new ways.

Impact of Digital Technology on Preschoolers : A Review

International Journal of Scientific Research in Science and Technology, 2021

This paper shows how the advent of digital technologies is driving a reconceptualization of the underlying assumptions of innovation policy. There is conclusive evidence that digital equipment, tools and resources can, where effectively used, raise the speed and depth of learning for preschoolers. There is indicative evidence that the same can be said for some aspects of literacy, especially writing and comprehension. Digital technologies and electronic media devices appear to be appropriate means to improve basic literacy and social skills, especially in primary settings. The level of impact is generally similar to other changes to pedagogies which are effective in raising attainment although the use of digital learning has other benefits. Additionally, the extent of the effect may be influenced by the level of capability of teachers to use digital learning tools and resources effectively to achieve improved learning outcomes.

The Influence of Young Children's Use of Technology on Their Learning: A Review

This study aimed to conduct a systematic literature review on empirical studies of how technologies influence young children's learning. Eighty-seven articles published between 2003 and 2013 were identified through the Web of Science database. We employed content analysis to identify the research trends of this topic. " Technology evaluation, " " adults' roles, " and " teaching approaches " are three emerging research themes during 2008-2013. About one-third of the studies involved children who were from immigrant or low socioeconomic status families, or had special needs. The majority of the reviewed studies revealed that the technologies had positive effects on children's performance across developmental domains. Particularly, in social domain, most studies showed that technologies enhanced children's collaboration and interaction with others and their development of multiculturalism. We also propose a typology for conceptualizing the complexity of the relationships between technology use and children's learning. We argue that children's learning with technology is conditioned by several factors categorized into children, adults, and technology aspects. Moreover, a trend of examining children's development of digital literacy emerged, involving investigation of the skills needed for and perceptions of technology use. Lastly, while most studies viewed children as consumers of technology, their role as creators has been understudied and deserves more research attention.