Digital Pedagogy from the Perspective of Early Childhood Education

Digital Pedagogy from the Perspective of Early Childhood Education

Michael Vitoulis (Alexander Technological Educational Institute of Thessaloniki, Greece) and Evangelia Laloumi-Vidali (Alexander Technological Education Institute of Thessaloniki, Greece)
DOI: 10.4018/978-1-5225-1624-8.ch038
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Abstract

The context of this proposed chapter attempts to approach the concept of “digital pedagogy” focused on particular educational conditions of preschool education. It attempts to support the compelling reasons that require broadening the scope of the theory of “digital pedagogy” in early childhood education. It looks forward to the articulation of traditional pedagogical theories in conjunction with the fundamental principles of “digital pedagogy”, elaborates further risks and suggests possible limitations, and highlights a deliberation associated with digital pedagogy from the perspective of early childhood education. It describes a framework for implementing digital pedagogies in order to exploit the professional development of early childhood educator.
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Introduction

Pedagogy is the discipline that deals with the theory and practice of education; it concerns the study and practice of how best to teach. According to Freire and Macedo (1987) pedagogy helps educators to understand their teaching in local and global contexts, to help them to “read the world” of their practice. According to Watkins and Mortimore (1999) pedagogy is defined as “any conscious activity by one person designed to enhance learning in another”. Good teachers are intellectually curious about pedagogy (Leach & Moon, 2008). In this context we will try to analyze the concept of the Digital Education.

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