Garry Falloon – författare

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.

This book brings together innovative work happening in childhood research across disciplinary boundaries and across the world. It focuses specifically on the most cutting-edge, innovative methodological approaches in the study of children’s use and learning with digital technologies and children’s experiences of key 21st century trends (e.g. immigration or multiculturalism). A true effort is made to have dialogues across diverse fields and contested fields of research (including educational psychology, post-humanist literacy, narrative approaches, developmental approaches).The book is a comprehensive survey of methods in the field of children’s technologies. The volume is a substantive and strategic collection of international approaches to early childhood and technologies. The authors reflect on what works and what doesn’t work in relation to specific innovative research methods.

This book provides an in-depth analysis of the challenges, potential and theoretical possibilities of apps and considers the processes of change for education and home learning environments. Drawing together a diverse team of international contributors, it addresses the specific features, context of use and content of apps to uncover the importance of these tools for young children’s learning.Apps, Technology and Younger Learners focuses on ways that apps support early years and primary school learning, connect various learning spaces and engage children in a range of edutainment and knowledge-building activities. In each chapter, the current state of knowledge and key research questions in the field for future study are identified, with clear messages provided at the end of each chapter.Focusing on empirical studies and strong theoretical frameworks, this book covers four key parts: Understanding the learning potential of children’s apps; Key app challenges; Empirical evidence; Future avenues.This book is an essential guide for educators, post-graduate students, researchers and all those interested in the advantages or challenges that may result from integrating apps into early education.