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

Sarika Kewalramani, Lorna Arnott, Maria Dardanou

Research output: Contribution to journalEditorialpeer-review

1 Citation (Scopus)

Abstract

In the last decade, in particular, understanding technology use within children's play-based experiences has been an important concern for early childhood education researchers and practitioners (Danby et al. 2018; Stephen and Edwards 2018). The World Economic Forum (2019) has highlighted the pressing issue of the twenty-first-century skills gap related to the digital revolution and ways that educators and researchers around the globe can address it through technology. The critical components of the twenty-first-century skill framework, which includes collaboration, communication, critical thinking and problem-solving, capitalise on teachers' appropriate use of technology and holds enormous promise to help foster these critical skills in young children.
Original languageEnglish
Pages (from-to)163-166
Number of pages4
JournalEuropean Early Childhood Education Research Journal
Volume28
Issue number2
DOIs
Publication statusPublished - 20 Mar 2020

Keywords

  • teaching technology
  • digital revolution
  • early childhood education

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