|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Information and Communications Technologies in Pre-school settings: a review of the literature|
|Publisher:||Taylor & Francis (Routledge)|
|Citation:||Stephen C & Plowman L (2003) Information and Communications Technologies in Pre-school settings: a review of the literature, International Journal of Early Years Education, 11 (3), pp. 223-234.|
|Abstract:||This article reviews the research evidence that relates to the use of Information and Communication Technologies (ICT) in pre-school settings. While there is widespread agreement that children should be helped to become confident users of ICT the literature presents a more qualified picture of potential benefits and barriers. The review considers the polarised debate about whether computer use is desirable for young children; the position of ICT as one element in the multi-media mix experienced by children; evidence available about current ICT provision and practice in pre-school settings in the UK and perspectives on the contribution that ICT makes to learning. The need for adults and children to acquire ICT literacy skills is identified, along with a requirement that practitioners should be equipped to make appropriate resource choices. The way in which ICT can play a compensatory and engaging role or further entrench disadvantage (‘the digital divide’) is discussed. The review concludes that the pedagogical imperative must remain with practitioners.|
|Rights:||Published in International Journal of Early Years Education by Taylor & Francis (Routledge).; This is an electronic version of an article published in International Journal of Early Years Education, Volume 11, Issue 3, October 2003, pp. 223 - 234. International Journal of Early Years Education is available online at: http://www.tandfonline.com/openurl?genre=article&issn=0966-9760&volume=11&issue=3&spage=223|
|Affiliation:||Initial Teacher Education|
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