The Role and Nature of Digital Technology use in Preschool STEM

Kevin Larkin, Thomas LOWRIE

Research output: A Conference proceeding or a Chapter in BookConference contribution

Abstract

In this paper we critique existing research on the role and nature of digital technology use in Preschools. The majority of the literature points to overwhelmingly positive outcomes for young children when digital technology is thoughtfully used in play based learning contexts. However, despite the wealth of evidence that the use of tablets can be beneficial to preschool students, early childhood teachers often report being uncomfortable in teaching STEM. We suggest that, if accompanied by suitable professional development, tablets are an important
addition to early childhood contexts.
Original languageEnglish
Title of host publicationMathematics Education Research: Impacting Practice
Subtitle of host publicationProceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia
EditorsGergory Hine, Susan Blackley, Audrey Cooke
Place of PublicationAdelaide, Australia
PublisherMathematics Education Research Group of Australasia
Pages69-72
Number of pages4
Publication statusPublished - 2019

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    Larkin, K., & LOWRIE, T. (2019). The Role and Nature of Digital Technology use in Preschool STEM. In G. Hine, S. Blackley, & A. Cooke (Eds.), Mathematics Education Research: Impacting Practice: Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia (pp. 69-72). Mathematics Education Research Group of Australasia.