RIS ID
105667
Abstract
The increased availability of tablet technologies in many homes and early childhood educational settings has transformed play-time and the subsequent opportunities that emerge for literacy learning. What children do with the digital applications (apps) on these technologies demands our attention, particularly as we consider the ever-increasing market of apps marketed to enhance the basic literacy skills. While there are varying degrees of quality amongst available apps, some apps have potential to foster children's play and language development in unexpected and interesting ways. As educators, we need to acknowledge the role 'digital play' can play in our pedagogical interactions and the possibilities these offer for literacy learning. To do this, we need to examine ways that children engage with technology as they learn to read, write, listen, and communicate. This paper argues children's digital play offers teachers new opportunities to support, inform, reform, or transform the literacy with experiences we encourage children to participate.
Grant Number
ARC/DP140100328
Publication Details
Kervin, L. (2016). Powerful and playful literacy learning with digital technologies. Australian Journal of Language and Literacy, 39 (1), 64-73.