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.
addition to early childhood contexts.
| Original language | English |
|---|---|
| Title of host publication | Mathematics Education Research: Impacting Practice |
| Subtitle of host publication | Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia |
| Editors | Gergory Hine, Susan Blackley, Audrey Cooke |
| Place of Publication | Adelaide, Australia |
| Publisher | Mathematics Education Research Group of Australasia |
| Pages | 69-72 |
| Number of pages | 4 |
| ISBN (Print) | 9781920846312 |
| Publication status | Published - 2019 |