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|Title:||Early Years Learning with Digital Technologies; The Relationship Between Research and Design|
|Publisher:||International Society of the Learning Sciences, Inc.|
|Citation:||Sutherland, R., Eagle, S., O’Malley, C., Manches, A., & Sutch, D. (2008). Early Years Learning with Digital Technologies; The Relationship Between Research and Design. In Kanselaar, G., Jonker, V., Kirschner, P. A., & Prins, F. J. (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008, Volumes 3 (pp. 354-359). Utrecht, The Netherlands: International Society of the Learning Sciences.|
|Abstract:||The overall aim of this symposium is to focus on the relationship between research and design of technologies for early years learning. Presentations will centre around two studies, one concerned with understanding the role that digital technologies play in shaping interactions between parents and young children in the home and the other with understanding the role of digital manipulatives in early years learning of numeracy in school. It will be argued that whereas a common theme emerging from these studies is the importance of shared physical and social interaction within early years learning, digital technologies for this age group tend to be designed for individual use. Participants will be invited to offer explanations for this emphasis on individual learning and discussion will focus on alternative approaches to design that might take into account the intimacy of the interaction between young children and adults.|
|Appears in Collections:||ICLS 2008|
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