The Confidence and Competence in Information and Communication Technologies of Practitioners, Parents and Young Children in the Early Years Foundation Stage

Autor/inn/en	Aubrey, Carol; Dahl, Sarah
Titel	The Confidence and Competence in Information and Communication Technologies of Practitioners, Parents and Young Children in the Early Years Foundation Stage
Quelle	In: Early Years: An International Journal of Research and Development, 34 (2014) 1, S.94-108 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2013.792789
Schlagwörter	Educational Technology; Technology Uses in Education; Technology Integration; Foreign Countries; Teacher Attitudes; Parent Attitudes; Student Attitudes; Audits (Verification); Access to Computers; Teacher Competencies; Technological Literacy; Mixed Methods Research; Case Studies; Teaching Methods; Family Environment; Self Efficacy; Interviews; United Kingdom; United Kingdom (England) + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Lehrerverhalten; Elternverhalten; Schülerverhalten; Lehrkunst; Technisches Wissen; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Familienmilieu; Self-efficacy; Selbstwirksamkeit; Interviewing; Interviewtechnik; Großbritannien
Abstract	A review of evidence on the use of information and communication technologies (ICT) in the early years was commissioned by the British Educational Communications and Technology Agency. Views of practitioners, parents and children were obtained and practitioner ICT audits completed. Most young children grow up in media-rich digital environments in which they actively engage. Family members and practitioners are positive and actively promote use of ICT through ongoing socio-cultural practices. There appears to be a gap between children's access to and use of ICT at home and in early years settings, and between state-maintained and non-maintained sectors. Training implications are marked. Cost of purchase, maintenance and replacement of age-appropriate digital technology remains a challenge and the development of active pedagogy to maximise benefits of technological advances must generate imaginative solutions. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10