DigiLitEY Research Methodology Database (Responses)
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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
Sample size
Indicate if the study was conducted in a single country or has a comparative / cross-national component:
Name of countryNumber of countriesLanguage
Type of output / publication
Year of publication
First author - First name
First author - SurnameAdditional authorsAricle titleJournal titleVolumeIssuePagesDOIChapter titleEditorsBook titleChapter pagesPlace of publicationPublisherISBNTitlePlace of publication
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2
08/12/2015 18:25:33QualitativeFamily / 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.)
11-50Single-Country StudySpain1EnglishResearch article2012DavidPoveda
Marta Morgade
Javier González-Patiño
Children at Home in Madrid
ETNIA-E Cuadernos de investigación etnográfica sobre infancia, adolescencia y educación del IMA / FMEE
41-15
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
3
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.)
0-10Single-Country StudyEngland1EnglishResearch article2011RosieFlewitt
Bringing ethnography to a multimodal investigation of early literacy in a digital age
Qualitative Research113293-310
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
4
09/12/2015 18:55:29Qualitative, 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.)
11-50Single-Country StudyEngland1EnglishResearch article2015RosieFlewitt
David Messer
Natalia Kucirkova
New directions for early
Journal of Early Childhood Literacy
153289–310
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
5
09/12/2015 19:15:53Qualitative, 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.)
11-50Single-Country StudyEngland1EnglishResearch article2014RosieFlewitt
Natalia Kucirkova
David Messer
Touching the virtual, touching the real:iPads and enabling literacy for students experiencing disability
Australian Journal of Language and Literacy
372107-116
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
6
06/01/2016 12:18:17Mixed-Methods
Family / Home, Community (Other)
Older children (9-18 years of age)
Surveys, Interviews501-1000Single-Country StudySC1PortugueseResearch article2015VitorTomé
Redes sociais: perceções de aprendizagem em ambiente formal, não-formal e informal por parte de jovens, seus encarregados de educação e seus professores
Média & Jornalismo152787 - 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
127-335LisbonRVJ978-989-8289-45-2
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
7
06/01/2016 14:24:25QualitativeFamily / Home
6 years of age, 7 years of age
Observation, Interviews0-10
Comparative / Cross-National Study
Portugal18EnglishResearch report2016RitaBritoPatrícia Dias
Young Children (0-8) and Digital Technology, a qualitative exploratory study
Joint Research Centre
8
06/01/2016 15:02:00Qualitative
Pre-School / Nursery / Kindergarten
3 years of age, 4 years of age, 5 years of age, 6 years of age
Interviews11-50Single-Country StudyPortugal1PortugueseResearch article2015RitaBrito
Perceções de crianças de 4 e 5 anos sobre o Facebook
Diálogos Educacionais em Revista
5151-65
9
06/01/2016 15:03:45Quantitative
Pre-School / Nursery / Kindergarten
3 years of age, 4 years of age, 5 years of age, 6 years of age
Interviews11-50Single-Country StudyPortugal1PortugueseResearch article2014RitaBrito
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
1161984-4751
10
06/01/2016 15:06:36QualitativeFamily / 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, Interviews11-50Single-Country StudyPortugal1PortugueseOther2015RitaBritoAltina 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
11
07/01/2016 11:47:34Mixed-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, Observation11-50Single-Country StudyPortugal1EnglishOther2010RitaBrito
12
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
11-50Single-Country StudyPortugal1EnglishOther2015TeresaCastro
“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.

https://dl.dropboxusercontent.com/u/6721791/Teresa%20Castro%20PhD%20Thesis.pdf
13
10/01/2016 18:11:56Mixed-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
+1000Single-Country StudyUK1EnglishResearch report2016JackieMarsh
Lydia Plowman
Dylan Yamada-Rice
Julia Bishop
Jamal Lahmar
Fiona Scott
Andrew Davenport
Simon Davis
Katie French
Maddalena Piras
Sally Thornhill
Peter Robinson
Peter Winter
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.
www.techandplay.org
14
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.)
11-50Single-Country StudyEngland1EnglishResearch book chapter2014RosieFlewitt
Early literacy learning in the contemporary age
Moyles, J., Payler, J. and Georgeson, J
Early Years Foundations: Critical Issues
98-108MaidenheadOpen University Press978-0335262649
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
15
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.)
0-10Single-Country StudyEngland1EnglishResearch book chapter2012RosieFlewitt
Multimodal Perspectives on Early Childhood Literacies’
J. Larson and J. Marsh
The SAGE Handbook of Early Childhood Literacy
295 – 309LondonSage
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
16
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
0-10Single-Country StudyEngland1EnglishResearch book chapter2008RosieFlewittMultimodal Literacies’J. Marsh and E. Hallet
Desirable Literacies: Approaches to Language and Literacy in the Early Years
122-139LondonSage
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
17
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
11-50Single-Country StudyEngland1EnglishResearch article2011BellaDicks
Rosie Flewitt, Lesley Lancaster, Kate Pahl
Multimodality and ethnography: working at the intersection
Qualitative Research113227–237
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.
18
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.)
0-10Single-Country StudyEngland1EnglishResearch article2010SylviaWolfeRosie Flewitt
New technologies, new multimodal literacy practices and young children’s metacognitive development
Cambridge Journal of Education
404387–399
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
19
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+1000Single-Country StudySwitzerland1German (English)Research report2015LilianSuter
Gregor Waller
Sarah Genner
Sabine Oppliger
Isabel Willemse
Beate Schwarz
Daniel Süss
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.
www.zhaw.ch/psychologie/mike
20
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.)
101-500Single-Country StudyUK1EnglishResearch book chapter2016SoniaLivingstoneAlicia Blum-Ross
Researching children and childhood in the digital age
Pia Christensen & Allison James
Researching Children: Perspectives and Practices
21
25/02/2016 18:45:43QualitativeFamily / Home
6 years of age, 7 years of age
Interviews11-50Single-Country StudySpain1EnglishResearch report2016MitsukoMatsumoto
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/
22
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.)
0-10Single-Country StudySpain (Catalonia)1SpanishResearch book chapter2014CristinaAliagas
¿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
25-31Madrid
Editorial Traficantes de Sueños
978-84-96453-91-X
http://e-spacio.uned.es/fez/eserv/bibliuned:500383-IIICongresoEtnografia-1045/Documento.pdf
23
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.)
0-10Single-Country StudySpain (Catalonia)1EnglishResearch book chapter2015CristinaAliagasAna María Margallo
iPads, emergent readers and families
Mireia Manresa & Neus Real
Digital Literature For Children: Texts, Readers and Educational Practices.
155-172Frankfurt am MainPeter Lang978-2-87574-272-8 pb
24
29/02/2016 16:53:58Quantitative
Pre-School / Nursery / Kindergarten
5 years of age, 6 years of age
Observation, Physiological measurements
101-500Single-Country StudyIsrael1EnglishResearch articleOfraKorat
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
414
25
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
SC5English
Monograph / Full edited volume
2014Maria JoséBrites
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
URL: http://pt.radioactive101.eu/2014/12/22/radioactive101-practices/
http://pt.radioactive101.eu/2014/12/22/radioactive101-practices/
26
06/03/2016 10:44:41Case StudyFamily / Home7 years of age
Observation, Interviews, Visual methods (photographs, video, etc.)
0-10Single-Country StudySpain1SpanishResearch article2015JavierGonzález-PatiñoMoisés Esteban-Guitart
Fondos digitales de conocimiento e identidad. Un análisis etnográfico y visual
Papeles de Trabajo sobre Cultura, Educación y Desarrollo Humano
11220-25
27
06/03/2016 10:48:58Qualitative
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
SC4englishResearch book chapter2013IlianaReyesMoises 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
155-171New YorkWiley-Blackwell
28
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
Observation, Interviews, Visual methods (photographs, video, etc.), Documents / Artifacts generated by participants
0-10Single-Country StudySpain1spanishResearch article2012MoisesEsteban-GuitartJudith 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
10221-34
29
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)
Observation, Interviews, Visual methods (photographs, video, etc.), Documents / Artifacts generated by participants
0-10Single-Country StudyPortugal1Portuguese
Monograph / Full edited volume
2017Ana Medeiros
30
11/03/2016 23:36:51Case Study
Pre-School / Nursery / Kindergarten
5 years of age
Observation, Interviews, Visual methods (photographs, video, etc.)
0-10Single-Country StudyPortugalPortugalPortugueseOther2015IsabelVilaçaAltina RamosMaster Thesis
31
13/03/2016 15:02:12OtherFamily / 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
SC15EnglishResearch report2013Donell Holloway
Lelia Green
Sonia Livingstone
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
32
14/03/2016 08:24:47Case StudyFamily / Home
0-1 years of age, 3 years of age, 7 years of age
Observation, Interviews0-10Single-Country StudyAustralia1EnglishResearch article2014Donell HollowayLelia Green
Carlie Love
It's all about the apps': Parental mediation of pre-schoolers' digital lives
Media International Australia
153148-561329-878X
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
33
14/03/2016 12:23:33Qualitative, Case StudyFamily / Home
6 years of age, 7 years of age
Observation, Interviews, Visual methods (photographs, video, etc.), Documents / Artifacts generated by participants
101-500
Comparative / Cross-National Study
SC
Italy, UK, Germany, Belgium, Finland, Czech Republic, Russia
EnglishResearch report2015StephaneChaudron
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
34
14/03/2016 12:32:37Qualitative, Case StudyFamily / 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
EnglishResearch report2015SoniaLivingstone
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.
LondonLSE, 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)
http://eprints.lse.ac.uk/63378/
35
21/03/2016 18:15:02QualitativeFamily / Home, Peers
4 years of age, Older children (9-18 years of age)
Observation, Interviews, Visual methods (photographs, video, etc.), Documents / Artifacts generated by participants
51-100Single-Country StudyItaly1EnglishResearch article2012Vittadini, Nicoletta
Simone Carlo; Elisabetta Locatelli, Maria Francesca Murru
Studying Young Digital Users: Methods in Practice
International Journal of Learning and Media
4247-5510.1162/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
36
21/03/2016 18:17:15QualitativeFamily / Home, Peers
4 years of age, Older children (9-18 years of age)
Observation, Interviews, Visual methods (photographs, video, etc.), Documents / Artifacts generated by participants
51-100Single-Country StudyItaly1EnglishResearch article2012Vittadini, Nicoletta
Simone Carlo; Elisabetta Locatelli, Maria Francesca Murru
Studying Young Digital Users: Methods in Practice
International Journal of Learning and Media
4247-5510.1162/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
37
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 4-5EnglishResearch article2016IoannaPalaiologouresearch
European Ealry Childhood Education Research Journal
2415-24
DOI:10.1080/1350293X.2014.929876
38
05/05/2016 13:03:23Mixed-Methods
Pre-School / Nursery / Kindergarten
AdultsSurveys101-500Single-Country StudyKuwait 1English Research article2016FayizAldhafeeri
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
39
21/05/2016 11:23:20Mixed-Methods
Pre-School / Nursery / Kindergarten
AdultsSurveys, Interviews501-1000
Comparative / Cross-National Study
SC5EnglishResearch article2016Ioanna 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
40
14/07/2016 11:26:59Mixed-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.)
11-50Single-Country StudySpainUnited KingdomEnglishResearch article2014NataliaKucirkova
Messer, D., Sheehy, K., & Panadero, C. F.
Children's engagement with educational iPad apps: Insights from a Spanish classroom.
Computers and Education
71-175-184
41
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.)
101-500Single-Country StudySPAINSPAINSPANISHResearch article2016AntoniaRamírez
Paula Renés Arellanob, Ignacio Aguadedc
The presence of media literacy in Primary education curriculum assessment criteria
Aula Abierta44255-62
10.1016/j.aula.2015.08.002
http://www.elsevier.es/es-revista-aula-abierta-389-articulo-la-competencia-mediatica-los-criterios-S0210277315000256
42
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, Interviews51-100Single-Country StudySPAINSPAINSPANISHResearch article2010sonsolesguerraPaula Renés Arellano
LA FORMACIÓN EN MEDIOS Y PANTALLAS DE LAS FAMILIAS
Pixel-Bit. Revista de Medios y Educación
36193-202
http://acdc.sav.us.es/ojs/index.php/pixelbit/article/view/440
43
14/07/2016 13:06:55QuantitativeFamily / Home
3 years of age, 4 years of age, 5 years of age, 6 years of age, Adults
Surveys101-500Single-Country StudyKuwait 1EnglishResearch article2016FayizAldhafeeriIoanna Palaiologou
Interactions with digtial techonologies of children from 3 to 6 in Kuwaiti homes
EducationalFutures7348--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/
44
18/07/2016 15:44:28QualitativeFamily / 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)
Observation, Interviews, Visual methods (photographs, video, etc.), Documents / Artifacts generated by participants
11-50Single-Country StudyBelgium1EnglishResearch article2016BiekeZaman
Marije Nouwen
Jeroen Vanattenhoven
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
6011-22
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
45
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, Interviews11-50Single-Country StudyBelgium1EnglishResearch article2012VeroVanden Abeele
Bieke Zaman
Dirk De Grooff
User eXperience Laddering with Preschoolers: Unveiling Attributes and Benefits of Cuddly Toy Interfaces
Personal and Ubiquitous Computing
164451-465
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
46
18/07/2016 15:55:16
Qualitative, Mixed-Methods
Family / Home5 years of age
Observation, Interviews, Visual methods (photographs, video, etc.), Documents / Artifacts generated by participants
0-10Single-Country StudyBelgium1EnglishResearch article2008VeroVanden AbeeleBieke 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
20081-9
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
47
18/07/2016 16:00:16
Quantitative, Qualitative, Mixed-Methods
On-line / VirtualAdults
Surveys, Secondary documents (News, Media, Policy reports, Industry documents, etc.)
+1000Single-Country StudyBelgium1EnglishOther2015LizzyBleumers
Karen Mouws
Jonathan Huyghe
Maarten Van Mechelen
Ilse Mariën
Bieke Zaman
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
2015170-177
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
48
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
11-50Single-Country StudyBelgium1EnglishOther2015MarijeNouwen
Maarten Van Mechelen
Bieke Zaman
A Value Sensitive Design Approach to Parental Software for Young Children
Proceedings of the 14th International Conference on Interaction Design and Children
2015363-366
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
49
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, Interviews11-50Single-Country StudyBelgium1EnglishOther2010BiekeZamanVero 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
2010156-165
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
50
20/07/2016 14:16:11
Mixed-Methods, Case Study
Pre-School / Nursery / Kindergarten
5 years of age
Observation, Visual methods (photographs, video, etc.)
51-100Single-Country StudyPortugal1EnglishResearch article2014CristinaSylla
Clara Coutinho, Pedro Branco
A digital manipulative for embodied ‘‘stage-narrative’’ creation
Entertainment Computing / Elsevier
54495–507
http://dx.doi.org/10.1016/j.entcom.2014.08.011
Keywords:
Storytelling; Narrative performance; Tangible interfaces; Digital manipulatives; Emergent literacy; Preschoolers

Highlights

•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.
http://www.sciencedirect.com/science/article/pii/S1875952114000329
51
20/07/2016 14:26:18
Mixed-Methods, Case Study
Pre-School / Nursery / Kindergarten
5 years of age
Observation, Visual methods (photographs, video, etc.)
11-50Single-Country StudyPortugal1EnglishResearch article2015CristinaSylla
Clara Coutinho, Pedro Branco, Wolfgang Müller
Investigating the use of digital manipulatives for storytelling in pre-school
International Journal of Child-Computer Interaction /Elsevier
639–48
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.
http://www.sciencedirect.com/science/article/pii/S2212868915000197
52
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
11-50Single-Country StudyPortugal1EnglishResearch article2012CristinaSylla
Pedro Branco, Clara Coutinho, Eduarda Coquet
TUIs vs. GUIs: comparing the learning potential with preschoolers
Personal and Ubiquitous Computing / Springer
164421-432
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.
http://dl.acm.org/citation.cfm?id=2205583&picked=prox&CFID=640978464&CFTOKEN=67928847
53
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, Interviews101-500Single-Country StudyGermany1German
Monograph / Full edited volume
2013Ulrike Wagner
Christa Gebel
Claudia Lampert
(Wagner, Gebel, Lampert are Eds.)

additional authors:
Susanne Eggert
Achim Lauber
Christiane Schwinge
54
21/07/2016 11:56:20Qualitative, Case Study
Family / Home, Community (Other)
AdultsInterviews51-100Single-Country StudyGermany1GermanResearch report2016Ulrike Wagner
Susanne Eggert
Gisela Schubert
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
http://www.jff.de/jff/aktivitaeten/forschung/projekt/proj_titel/mobile-medien-in-der-familie/
55
25/07/2016 10:40:29Qualitative
Pre-School / Nursery / Kindergarten, Family / Home, Community (Other)
7 years of age
Observation, Interviews, Documents / Artifacts generated by participants
0-10Single-Country StudyCanada1EnglishResearch article2014MarianneMcTavish
“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
143319-344
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
56
25/07/2016 11:02:05
Qualitative, Longitudinal, Case Study
Primary School, Family / Home, Community (Other)
6 years of age
Observation, Interviews, Visual methods (photographs, video, etc.), Documents / Artifacts generated by participants
0-10Single-Country StudyCanada1EnglishResearch article2016Mi SongKim
Uncovering one trilingual child’s multi-literacies development across informal and formal learning contexts.
European Early Childhood Education Research Journal
243414-438
10.1080/1350293X.2016.1164407
child development, multilingual education, emotional experience, early childhood education, communication, multi-literacy competencies, informal and formal learning contexts
57
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.)
0-10Single-Country StudyJapan1EnglishResearch article2014DylanYamada-Rice
The semiotic landscape and 3-year-olds’ emerging understanding of multimodal communication practices.
Journal of Early Childhood Research
Vol. 12 154-184. 31p.2154-184
10.1177/1476718X12463913
early years education, emergent literacy, environmental print, image-based research, multimodality, new literacies, visual mode


https://www.sheffield.ac.uk/education/staff/academic/dylanyamada-rice
58
25/07/2016 12:13:14QualitativeFamily / Home
2 years of age, 6 years of age
Visual methods (photographs, video, etc.)
0-10Single-Country StudyAustralia1EnglishResearch article2009ChristinaDavidson
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
8336-54
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
https://edlinked.soe.waikato.ac.nz/research/journal/index.php?id=1
59
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
11-50Single-Country StudyUSA1EnglishResearch report2004PatriciaHutinger
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
http://www.wiu.edu/coehs/thecenter/
60
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
11-50Single-Country StudyUSA1EnglishResearch report2004PatriciaHutinger
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
61
25/07/2016 12:54:33QualitativeFamily / 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
Interviews11-50Single-Country StudyUSA1EnglishResearch report2012ShelleyPasnik 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.
http://cct.edc.org/publications/2012-context-study-use-technology-and-pbs-kids-transmedia-home-environment
62
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.)
0-10Single-Country StudyAustralia1EnglishResearch article2015Wendy LouiseBrooks
Music in infant-directed digital video discs: acontent analysis
Music Education Research
172141-161
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
http://www.tandfonline.com/doi/full/10.1080/14613808.2014.886675
63
25/07/2016 17:45:23Qualitative, Case Study
Pre-School / Nursery / Kindergarten, Family / Home
3 years of age, 4 years of age
Observation, Interviews, Visual methods (photographs, video, etc.)
0-10Single-Country StudyEngland1EnglishResearch article2010SylviaWolfeRosie Flewitt
New technologies, new multimodal literacy practices and young children's metacognitive development
Cambridge Journal of Education
404387-399
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
64
25/07/2016 18:01:43Mixed-Methods
Pre-School / Nursery / Kindergarten, Primary School
4 years of age, 5 years of age
Physiological measurements, Visual methods (photographs, video, etc.)
11-50Single-Country StudyIsrael1EnglishResearch article2014OfraKorat
Adina Shamir
Ora Segal-Drori
E-books as a support for young children's language and literacy: the case of Hebrew-speaking children
Early Child Development and Care
1847998-1016
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
http://www.tandfonline.com/doi/abs/10.1080/03004430.2013.833195
65
25/07/2016 19:49:37Qualitative, OtherFamily / Home
3 years of age, 4 years of age, 5 years of age
Observation, Visual methods (photographs, video, etc.)
Non-empirical document
Single-Country StudyUK1EnglishResearch article2016LydiaPlowman
Rethinking context: digital technologies and children’s everyday lives
Children's Geographies142190-202
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
http://www.tandfonline.com/doi/full/10.1080/14733285.2015.1127326
66
25/07/2016 19:56:19Qualitative, Case StudyFamily / Home
3 years of age, 4 years of age, 5 years of age
Observation, Interviews, Visual methods (photographs, video, etc.)
11-50Single-Country StudyScotland1EnglishResearch article2015LydiaPlowman
Studying children’s everyday uses of technology in the family home.
Interacting with Computers
27136-46doi: 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
67
25/07/2016 20:01:52Qualitative
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
11-50Single-Country StudyScotland1EnglishResearch book chapter2016LydiaPlowman
Learning technology at home and preschool
Nick Rushby & Dan Surry
Wiley Handbook of Learning Technology
96-112Chichester, UKJohn 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
http://onlinelibrary.wiley.com/doi/10.1002/9781118736494.ch6/summary
68
26/07/2016 11:09:35Quantitative
Pre-School / Nursery / Kindergarten, Family / Home
3 years of age, 4 years of age
Observation, Physiological measurements, Visual methods (photographs, video, etc.)
51-100Single-Country StudyIsrael1EnglishResearch article2013OfraKorat
Adina Shamir
Shani Heibal
Expanding the boundaries of shared book reading: E-books and printed books in parent–child reading as support for children’s language
First Language335504-523
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
69
26/07/2016 11:24:45Other
Pre-School / Nursery / Kindergarten
Non-empirical document
Observation
Non-empirical document
Single-Country StudyUSA1EnglishResearch article2015Karen EWohlwend
One Screen, Many Fingers: Young Children's Collaborative Literacy Play with Digital Puppetry Apps and Touchscreen Technologies
Theory into Practice542154-162
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
70
26/07/2016 11:35:25Qualitative, Case Study
Pre-School / Nursery / Kindergarten
4 years of age, 5 years of age
Observation, Interviews, Documents / Artifacts generated by participants
0-10Single-Country StudyUSA1EnglishResearch article2015SandraBeamCheri Williams


Technology-Mediated Writing Instruction in the Early Literacy Program: Perils, Procedures, and Possibilities
Computers in the Schools
323-4260-277
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
http://dx.doi.org/10.1080/07380569.2015.1094320
71
27/07/2016 17:15:29QualitativeFamily / Home4 years of age
Surveys, Interviews, Visual methods (photographs, video, etc.)
11-50Single-Country StudyJapan1EnglishResearch article2010DylanYamada-Rice
Beyond Words: An Enquiry into Children's Home Visual Communication Practices
Journal of Early Childhood Literacy
103341-363
10.1177/1468798410373267
Key words: child participative research, early childhood, image-based research, new literacies, new media, the visual mode
72
27/07/2016 17:26:50Qualitative, Case Study
Pre-School / Nursery / Kindergarten
5 years of age
Observation, Interviews, Visual methods (photographs, video, etc.), Documents / Artifacts generated by participants
0-10Single-Country StudyUSA1English
Practitioner-Oriented Periodical
2008MarjorieSiegal
Stavroula Kontovourki
Stephanie Schmier
Grace Enriquez
Literacy in Motion: A Case Study of a Shape-Shifting Kindergartener
Language Arts86289-98
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
73
27/07/2016 17:40:57Qualitative, Case Study
Primary School, Family / Home
6 years of age
Observation, Interviews, Documents / Artifacts generated by participants
0-10Single-Country StudyCanada1EnglishResearch article2013Kari-LynnWintersVetta Vratulis



Authored Assemblages in a Digital World: Illustrations of a Child's Online Social, Critical and Semiotic Meaning-Making
Journal of Early Childhood Literacy
134529-554
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
74
27/07/2016 17:53:32QualitativeFamily / 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.)
0-10Single-Country StudyAustralia1EnglishResearch article2012ChristinaDavidson
Seeking the Green Basilisk Lizard: Acquiring Digital Literacy Practices in the Home
Journal of Early Childhood Literacy
12124-45
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
http://ecl.sagepub.com.libproxy.ucl.ac.uk/content/14/3/319.full.pdf+html
75
28/07/2016 09:58:29QualitativeFamily / 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)
Surveys501-1000Single-Country StudyNetherlands1EnglishResearch article2014PeterNikkenJeroen Jansz
Developing Scales to Measure Parental Mediation of Young Children's Internet Use
Learning Media and Technology
392250-266
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
http://dx.doi.org/10.1080/17439884.2013.782038
76
28/07/2016 10:08:56Other
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
EnglishResearch article2009Debra ALieberman
Cynthia H Bates
Jiyeon So
Young Children's Learning with Digital Media
Computers in the Schools
264271-283
10.1080/07380560903360194

Keywords: children, preschool, kindergarten, media, computer,research, learning, cognitive skills, reading, mathematics
http://dx.doi.org/10.1080/07380560903360194
77
28/07/2016 10:16:54Other
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
EnglishResearch article2009KatyHisrichJay Blanchard
Digital Media and Emergent Literacy
Computers in the Schools
264240-255
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
http://dx.doi.org/10.1080/07380560903360160
78
28/07/2016 10:36:21OtherOn-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.)
0-10Single-Country StudyAustralia1EnglishResearch article2012LisaKervin
Sandar C Jones
Jessica Mantei



Online Advertising: Examining the Content and Messages within Websites Targeted at Children
E-Learning and Digital Media
9169-82
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.

http://dx.doi.org/10.2304/elea.2012.9.1.69
79
31/07/2016 14:41:42QuantitativeOn-line / VirtualAdultsSurveys101-500Single-Country StudyEstonia1EnglishResearch article2016ElynaNevskiAndra 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
80
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, Interviews0-10Single-Country StudySpain (Catalonia)1EnglishResearch article
2016 (online first before publication)
CristinaAliagasAna M. Margallo
Children's responses to the interactivity of storybook apps in family shared reading events involving the iPad
Literacy10.1111/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
81
22/08/2016 16:30:53OtherCommunity (Other)
Non-empirical document
Visual methods (photographs, video, etc.)
Non-empirical document
Comparative / Cross-National Study
SCUnknownEnglishResearch book chapter2013Anne BurkeJackie 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.
N/A
82
22/08/2016 16:45:37Qualitative, Case Study
Pre-School / Nursery / Kindergarten
4 years of age, 5 years of age
Surveys, Observation51-100Single-Country StudyUSA1EnglishResearch article2013BethBeschornerAmy Hutchison
iPads as a Literacy Teaching Tool in Early Childhood
IJEMST (International Journal of Education in Mathematics, Science and Technology
1116-24
Key words: iPad, Literacy, Early Childhood

From the abstract:
Considering the increased influence of digital technologies on daily life (Fallows, 2004) and young children’s increased use of interactive technologies (Children Now, 2007), early childhood educators are beginning to think about the role of technology in their classrooms. Many preschool programs are beginning to purchase iPads, or similar tablets, for classroom use. Thus, it is important to consider how iPads, or similar tablets, can be used in a developmentally appropriate manner with young children. To this end, this article describes the use of iPads in two preschool classrooms of four and five year-old children.
http://files.eric.ed.gov/fulltext/ED543276.pdf
83
22/08/2016 16:59:22QualitativeFamily / Home
3 years of age, 5 years of age, 6 years of age, 8 years of age
Observation0-10Single-Country StudyCanada1EnglishResearch article2011Joanne O'MaraLinda Laidlaw
Living in the iWorld: Two Literacy Researchers Reflect on the Changing Texts and Literacy Practices of Childhood
English Teaching104149-159
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.
http://education.waikato.ac.nz/research/files/etpc/files/2011v10n4nar2.pdf
84
22/08/2016 17:16:55OtherPrimary School
8 years of age, Non-empirical document
Secondary documents (News, Media, Policy reports, Industry documents, etc.)
Non-empirical document
Single-Country StudyUSA1English
Practitioner-Oriented Periodical
2013MeghanMcCarthy WelchCaitlin 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
85
23/08/2016 15:13:40QualitativeFamily / Home3 years of ageObservation0-10Single-Country StudyUSA1EnglishResearch article2010HeejungAnHolly 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
65520-25
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.
86
23/08/2016 15:29:59Mixed-MethodsPrimary SchoolAdults
Surveys, Observation, Interviews, Visual methods (photographs, video, etc.), Documents / Artifacts generated by participants
101-500Single-Country StudyUSA1EnglishResearch reportMarilyn P.ArnoneRuth 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
87
23/08/2016 15:40:13Qualitative, Case Study
Pre-School / Nursery / Kindergarten
4 years of age, 5 years of age
Observation, Visual methods (photographs, video, etc.)
0-10Single-Country StudyUSA1EnglishResearch article2002Linda D.Labbo
Jonathan A. Eakle
Kristina M. Montero

Digital Language Experience Approach: Using Digital Photographs and Software as a Language Experience Approach Innovation.
Reading Online58
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.
88
31/08/2016 21:27:24Case StudyPrimary School
7 years of age, 8 years of age
Observation
Non-empirical document
Single-Country StudyRomania1englishResearch reportLaurentiuSoitu
Mihaela Mocanu
Alina Ticau
https://we.tl/fyJFvBszLu
89
31/08/2016 21:38:05QualitativePrimary School
7 years of age, 8 years of age
Observation
Non-empirical document
Single-Country StudyRomania1englishResearch reportLaurentiuSoitu
Mihaela Mocanu
Alina Ticau
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.
https://we.tl/1AZ2HOj8h9
90
12/09/2016 08:50:47Qualitative, Case StudyPrimary SchoolAdultsInterviews11-50Single-Country StudyFinland1EnglishResearch book chapter2016ReijoKupiainen
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
109-129New YorkPeter Lang978-1-4331-2911-7
91
12/09/2016 08:56:28Case StudyPrimary School8 years of age
Observation, Interviews, Visual methods (photographs, video, etc.)
11-50Single-Country StudyUSA1EnglishResearch article2016AngelaWiseman
Marita Mäkinen, Reijo Kupiainen
Literacy Through Photography: Multimodal and Visual Literacy in a Third Grade Classroom
Early Childhood Education Journal
445537- 544
doi:10.1007/s10643-015-0739-9
92
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.)
51-100Single-Country StudyFinland1EnglishResearch article2016ElinaNoppari
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
93
29/09/2016 14:44:05Qualitative
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, Interviews101-500Single-Country StudyNorway1NorwegianResearch article2013MargretheJernes
Barns perspetkiv på aktiviteter der digital teknologi inngår
Barn145-66ISSN 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
http://www.ntnu.no/documents/10458/1265498625/BARN+nr1-2013_Jernes.pdf/77142251-e098-40bd-8a96-df3bab99d111
94
30/10/2016 17:41:46Case StudyPrimary School6 years of ageInterviews11-50Single-Country StudyPortugal1PortugueseResearch article2013Paula Flores
Luísa Eça
Sara Rodrigues
Cristina Quintas
A cidadania e as TIC: Projeto no 1º CEB
Colóquio Desafios Curriculares e Pedagógicos na Formação de Professores
1978-972-8952-33-4170-177
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/
95
30/10/2016 18:49:32QualitativePrimary School
6 years of age, 7 years of age, 8 years of age
Observation, Interviews51-100Single-Country StudyPortugal1PortugueseResearch article2016PaulaFloresAltina Ramos
Práticas com TIC potenciadoras de mudança no 1º ciclo do ensino básico
1st International Conference on Teacher Education (INCTE)
1978-972-745-207-1187-195
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
96
30/10/2016 19:05:26Qualitative, Case StudyPrimary School6 years of ageObservation, Interviews11-50Single-Country StudyPortugal1PortugueseResearch article2007PaulaFloresAntónio Flores
INOVAR NA EDUCAÇÃO: O MOODLE NO PROCESSO DE ENSINO/APRENDIZAGEM
V Conferência Internacional de Tecnologias de Informação e Comunicação na Educação
1492-502
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.
http://www.nonio.uminho.pt/challenges2007/ficheiros/paralelas/18MaiA1man.html
97
30/10/2016 19:11:18
Quantitative, Case Study
Primary School6 years of ageObservation, Interviews11-50Single-Country StudyPortugal1PortugueseResearch article2009PaulaFloresJoaquim 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
levels.
http://obs.obercom.pt/index.php/obs/article/viewFile/134/233
98
30/10/2016 19:37:24QuantitativePrimary SchoolAdults
Observation, Documents / Artifacts generated by participants
+1000Single-Country StudyPortugal1PortugueseResearch article2012PaulaFlores
Joaquim Escola
Américo Peres
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
99
30/10/2016 23:31:25Qualitative, Case StudyPrimary School
7 years of age, 8 years of age
Observation, Interviews11-50Single-Country StudyPortugal1PortugueseResearch article2013AngélicaMafra
Paula Flores
Joaquim Escola
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
100
30/10/2016 23:43:51Other
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 StudyPortugal1EnglishResearch book chapter2015PaulaFlores
Altina Ramos
Joaquim Escola
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
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