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Digital Pedagogy from the Perspective of Early Childhood Education

Digital Pedagogy from the Perspective of Early Childhood Education

Michael Vitoulis, Evangelia Laloumi-Vidali
Copyright: © 2017 |Pages: 23
ISBN13: 9781522516248|ISBN10: 1522516247|EISBN13: 9781522516255
DOI: 10.4018/978-1-5225-1624-8.ch038
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MLA

Vitoulis, Michael, and Evangelia Laloumi-Vidali. "Digital Pedagogy from the Perspective of Early Childhood Education." Educational Leadership and Administration: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2017, pp. 779-801. https://doi.org/10.4018/978-1-5225-1624-8.ch038

APA

Vitoulis, M. & Laloumi-Vidali, E. (2017). Digital Pedagogy from the Perspective of Early Childhood Education. In I. Management Association (Ed.), Educational Leadership and Administration: Concepts, Methodologies, Tools, and Applications (pp. 779-801). IGI Global. https://doi.org/10.4018/978-1-5225-1624-8.ch038

Chicago

Vitoulis, Michael, and Evangelia Laloumi-Vidali. "Digital Pedagogy from the Perspective of Early Childhood Education." In Educational Leadership and Administration: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 779-801. Hershey, PA: IGI Global, 2017. https://doi.org/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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