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Improving Teaching Practice in Early Childhood Supported by Mobile Technology

Improving Teaching Practice in Early Childhood Supported by Mobile Technology

Kathryn MacCallum, Heather R. Bell
Copyright: © 2019 |Pages: 17
ISBN13: 9781522575078|ISBN10: 1522575073|EISBN13: 9781522575085
DOI: 10.4018/978-1-5225-7507-8.ch053
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MLA

MacCallum, Kathryn, and Heather R. Bell. "Improving Teaching Practice in Early Childhood Supported by Mobile Technology." Early Childhood Development: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2019, pp. 1066-1082. https://doi.org/10.4018/978-1-5225-7507-8.ch053

APA

MacCallum, K. & Bell, H. R. (2019). Improving Teaching Practice in Early Childhood Supported by Mobile Technology. In I. Management Association (Ed.), Early Childhood Development: Concepts, Methodologies, Tools, and Applications (pp. 1066-1082). IGI Global. https://doi.org/10.4018/978-1-5225-7507-8.ch053

Chicago

MacCallum, Kathryn, and Heather R. Bell. "Improving Teaching Practice in Early Childhood Supported by Mobile Technology." In Early Childhood Development: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1066-1082. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7507-8.ch053

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Abstract

This chapter discusses the findings of an ethnographic case study investigating the implementation of mobile learning at an early childhood centre in Hawkes Bay, New Zealand. The study describes how mobile technology is being used to support children's learning and communication. The findings show that the devices are an integral part of the learning culture of the centre. The devices are being used to actively engage children in the learning environment and support teaching inquiry. As one of the early studies to investigate how mobile technology is being used in early childhood education, the current study provides pedagogically sound examples and insight on how mobile technology can be embedded into early childhood. The study is seen as a starting place for more in-depth investigations into the impact of mobile learning on young children's learning.

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