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Literacy, Technology and Early Years Education: Building Sustainable Practice

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Literacy in the Early Years

Abstract

The application of technology to the literacy context presents challenges for teachers in the early years of formal education. One way of thinking about technology may be to consider the intersection of theories of literacy learning and understandings of technology use in the practice of early years teachers. The research reported in this chapter adopted a narrative methodology to explore two teachers’ literacy practices with technology in the early childhood context. The findings suggested that flexible approaches to the application of technology in early years literacy learning contexts could contribute to effective pedagogical practice.

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Authors and Affiliations

  1. Australian Catholic University, Melbourne, Australia

    Karen McLean

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  1. Karen McLean
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Correspondence to Karen McLean .

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Editors and Affiliations

  1. University of Waikato, Hamilton, Waikato, New Zealand

    Claire J. McLachlan

  2. Massey University, Palmerston North, New Zealand

    Alison W. Arrow

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McLean, K. (2017). Literacy, Technology and Early Years Education: Building Sustainable Practice. In: McLachlan, C., Arrow, A. (eds) Literacy in the Early Years. International Perspectives on Early Childhood Education and Development, vol 17. Springer, Singapore. https://doi.org/10.1007/978-981-10-2075-9_13

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  • DOI: https://doi.org/10.1007/978-981-10-2075-9_13

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-2073-5

  • Online ISBN: 978-981-10-2075-9

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