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Children today are digital natives, growing up in an age where social media and online communication is the norm. This book is an indispensable guide for parents who may feel they are struggling to keep up, addressing the issues that young people and their families face in the world of modern technology. Suzie Hayman, a parenting counsellor, and John Coleman, a distinguished psychologist, use their combined expertise to explore the challenges and possibilities of being constantly connected, helping parents to make choices about how they communicate, set boundaries and establish rules. Using real-world examples and solid psychological theory, the book looks first at the anxieties parents express about digital technology, followed by the serious potential threats such as cyber-bullying, sexting and easy access to pornographic or violent materials. However, the internet is also full of enormous potential and a further chapter explores the positive side of the digital playground. The authors also share their expert understanding of child and adolescent development and how this relates to the appeal of digital media, with special attention paid to the importance of good communication. The end result is a toolbox for parents, full of tips, strategies and techniques designed to help navigate the digital world, ensuring it is safe yet still exciting for young people. Parents and Digital Technology is essential reading for all parents and guardians as well as those caring for children and teenagers in a professional setting, who want to get the best out of life and modern technology while keeping safe in a family that talks to each other, spends time with each other and enjoys each other.
Young Children Playing and Learning in a Digital Age explores the emergence of the digital age and young children’s experiences with digital technologies at home and in educational environments. Drawing on theory and research-based evidence, this book makes an important contribution to understanding the contemporary experiences of young children in the digital age. It argues that a cultural and critically informed perspective allows educators, policy-makers and parents to make sense of children’s digital experiences as they play and learn, enabling informed decision-making about future early years curriculum and practices at home and in early learning and care settings. An essential read for researchers, students, policy-makers and professionals working with children today, this book draws attention to the evolution of digital developments and the relationship between contemporary technologies, play and learning in the early years.
This book systematically approaches the topic of the relatively new field of digital pedagogy and provides valuable insights for teachers and students, education policymakers, leaders in education, and others whose professional engagement is related to education in modern society. It discusses topics including what digital pedagogy involves as well as its main characteristics and significance for the future of education, the impact of the coronavirus pandemic on the teaching and learning process, digital literacy and digital citizenship, development of digital competencies of teachers, and the reasons for and challenges of the digital transformation of education systems. The findings presented in this book help education policymakers to adopt effective strategies for digitalization of educational institutions. Furthermore, this book enables experts involved in the development and improvement of curricula to respond well to modern challenges and to adapt them to the modern needs of students, society, and scientific fields. This book also serves as a useful resource for pre-service and in-service teachers in their development of digital competencies.
The Routledge International Handbook of Learning with Technology in Early Childhood focuses specifically on the most cutting-edge, innovative and international approaches in the study of children’s use of and learning with digital technologies. This edited volume is a comprehensive survey of methods in children’s technologies and contains a rich repertoire of studies from diverse fields and research, including both educational and developmental psychology, post-humanist literacy, applied linguistics, language and phenomenology and narrative approaches. For ease of reference, the Handbook's 28 chapters are divided into four thematic sections: introduction and opening reflections; studies answering ontological questions, which theorize how children take on original identities in becoming literate with technologies; studies answering epistemological questions, which focus on how children’s knowledge and learning are (co)constructed with a diverse range of technologies; studies answering practice-related questions, which explore the resources and conditions that create the most powerful learning opportunities for children. Expertly edited, this interdisciplinary and international compendium is an ideal introduction to such a diverse, multi-faceted field.
Examines the next phase of schooling - the development of networked school communities. Already, there are pathfinding schools that have moved from the traditional paperbased form to become digital schools.
This book provides a systematic exploration of family literacy, including its historic origins, theoretical expansion, practical applications within the field, and focused topics within family literacy. Grounded in sociocultural approaches to learning and literacy, the book covers research on how families use literacy in their daily lives as well as different models of family literacy programs and interventions that provide opportunities for parent-child literacy interactions and that support the needs of children and parents as adult learners. Chapters discuss key topics, including the roles of race, ethnicity, culture, and social class in family literacy; digital family literacies; family-school relationships and parental engagement in schools; fathers’ involvement in family literacy; accountability and employment; and more. Throughout the book, Lynch and Prins share evidence-based literacy practices and highlight examples of successful family literacy programs. Acknowledging lingering concerns, challenges, and critiques of family literacy, the book also offers recommendations for research, policy, and practice. Accessible and thorough, this book comprehensively addresses family literacies and is relevant for researchers, scholars, graduate students, and instructors and practitioners in language and literacy programs.
On the back of their last book, Cyber-risk and Youth, and building on a new research project, Adorjan and Ricciardelli marshal current research to explore parenting in the digital age. Utilizing 70 original interviews from rural and urban area Canadian parents, the book provides an overview of research on “digital parenting” and illuminates the modern parental experience of managing children’s access to internet-connected technologies. The book explores parents’ experiences with cyberbullying and nonconsensual sexting, as well as concerns over breaches of privacy, screen time and internet addiction. It also investigates parents’ views regarding effective and ineffective strategies in mediation of technology and cyber-risk, including new directions such as restorative practices intended as a response to online conflict and harm. While framing their discussions among sociological theories, Adorjan and Ricciardelli also deliberately emphasize the gendered nature of the book’s discourses and encourage critical reflection of various online surveillance technologies, often marketed to mothers, to keep children safe. As such, Parenting Cyber-Risk is a standout research monograph which not only offers broad insight into 21st-century parenting challenges but also offers solutions. The book will be of interest to advanced undergraduate and postgraduate students studying criminology, sociology and any other related fields.
As a practicing child psychiatrist and mother of three, Jodi Gold has a unique understanding of both the mind-boggling benefits and the serious downsides of technology. Dr. Gold weaves together scientific knowledge and everyday practical advice to help you foster your child's healthy relationship to technology, from birth to the teen years. You'll learn: *How much screen time is too much at different ages. *What your kids and teens are actually doing in all those hours online. *How technology affects social, emotional, and cognitive development. *Which apps and games build smarts and let creativity shine. *How your own media habits influence your children. *What you need to know about privacy concerns, cyberbullying, and other dangers. *Ways to set limits that the whole family can live with.
The use of technology can significantly enhance educational environments for students. It is imperative to study new software, hardware, and gadgets for the improvement of teaching and learning practices. The Handbook of Research on Mobile Devices and Smart Gadgets in K-12 Education is a pivotal reference source featuring the latest scholarly research on the opportunities and challenges of using handheld technology devices in primary and secondary education. Including coverage on a wide variety of topics and perspectives such as blended learning, game-based curriculum, and software applications, this publication is ideally designed for educators, researchers, students, and technology experts seeking current research on new trends in the use of technology in education.
Exploring Key Issues in Early Childhood and Technology offers early childhood allies, both in the classroom and out, a cutting-edge overview of the most important topics related to technology and media use in the early years. In this powerful resource, international experts share their wealth of experience and unpack complex issues into a collection of accessibly written essays. This text is specifically geared towards practitioners looking for actionable information on screen time, cybersafety, makerspaces, coding, computational thinking, STEM, AI and other core issues related to technology and young children in educational settings. Influential thought leaders draw on their own experiences and perspectives, addressing the big ideas, opportunities and challenges around the use of technology and digital media in early childhood. Each chapter provides applications and inspiration, concluding with essential lessons learned, actionable next steps and a helpful list of recommended further reading and resources. This book is a must-read for anyone looking to explore what we know – and what we still need to know – about the intersection between young children, technology and media in the digital age.