Smart technologies in early years literacy education : A meta-narrative of paradigmatic tensions in iPad use in an Australian preparatory classroom

Lynch, Julianne and Redpath, Terri 2014, Smart technologies in early years literacy education : A meta-narrative of paradigmatic tensions in iPad use in an Australian preparatory classroom, Journal of early childhood literacy, vol. 14, no. 2, pp. 147-174.

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Title Smart technologies in early years literacy education : A meta-narrative of paradigmatic tensions in iPad use in an Australian preparatory classroom
Author(s) Lynch, Julianne
Redpath, Terri
Journal name Journal of early childhood literacy
Volume number 14
Issue number 2
Start page 147
End page 174
Total pages 28
Publisher Sage Publications
Place of publication London, England
Publication date 2014
ISSN 1468-7984
Keyword(s) new technologies
literacy
early years
preparatory classroom
iPad
teaching practice
educational change
Summary With the revolution that has taken place in the functionality and uptake of portable networked ‘smart’ technologies, educators are looking to see what potential applications such technologies might have for school education. This article reports on a study into the use of portable personal computing devices in the early years of schooling. Specifically, it focuses on emerging patterns of use of Apple iPads in an Australian Preparatory (first year of compulsory schooling) classroom across the first year of implementation of these devices. We draw on student and teacher interviews and classroom observation data to provide a research meta-narrative of the intentions, practices and reflections of a ‘first year out’ teacher, and to discuss points of tension found in the contested space of early years literacy education, which are highlighted when potentially transformative technologies meet institutionalized literacy education practices. Our findings suggest that the broader policy and curriculum context of early years literacy education, and institutionalized practices found in this space, are potentially at odds with teacher-held intentions to transform learning through technology use, particularly with respect to tensions between print-based traditions and new digital literacies, and those between standards-based classroom curricular and more emancipatory agendas.
Language eng
Field of Research 130204 English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL)
130306 Educational Technology and Computing
Socio Economic Objective 930203 Teaching and Instruction Technologies
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2012, Sage publishers
Persistent URL http://hdl.handle.net/10536/DRO/DU:30046176

Document type: Journal Article
Collections: School of Education
Higher Education Research Group
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Created: Sat, 21 Jul 2012, 09:04:08 EST by Julianne Lynch

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