Coverart for item
The Resource Young children and families in the information age : applications of technology in early childhood, edited by Kelly L. Heider, Mary Renck Jalongo, (electronic book)

Young children and families in the information age : applications of technology in early childhood, edited by Kelly L. Heider, Mary Renck Jalongo, (electronic book)

Label
Young children and families in the information age : applications of technology in early childhood
Title
Young children and families in the information age
Title remainder
applications of technology in early childhood
Statement of responsibility
edited by Kelly L. Heider, Mary Renck Jalongo
Contributor
Editor
Subject
Language
eng
Summary
This edited book presents the most recent theory, research and practice on information and technology literacy as it relates to the education of young children. Because computers have made it so easy to disseminate information, the amount of available information has grown at an exponential rate, making it impossible for educators to prepare students for the future without teaching them how to be effective information managers and technology users. Although much has been written about information literacy and technology literacy in secondary education, there is very little published research
Member of
Cataloging source
N$T
Dewey number
371.334
Illustrations
illustrations
Index
no index present
LC call number
LB1028.5
Literary form
non fiction
Nature of contents
  • dictionaries
  • bibliography
http://library.link/vocab/relatedWorkOrContributorName
  • Heider, Kelly L.
  • Jalongo, Mary Renck
Series statement
Educating the young child
Series volume
volume 10
http://library.link/vocab/subjectName
  • Computer-assisted instruction
  • Education, Elementary
  • Education, Elementary
Label
Young children and families in the information age : applications of technology in early childhood, edited by Kelly L. Heider, Mary Renck Jalongo, (electronic book)
Instantiates
Publication
Copyright
Antecedent source
unknown
Bibliography note
Includes bibliographical references
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
  • Information Literacy in Early Childhood: What, Why, How, and Where to Next? ; Foreword; What Is Information Literacy? ; How Has the Communication Environment Changed? ; Why Is Information Literacy Important in Early Childhood? ; Where to Next? ; References ; Acknowledgements; Contents; Contributors; About the Editors; About the Contributors; Part I ; Tools and Strategies; Chapter-1; Virtual Worlds: Young Children Using the Internet; An Online World; Changing Childhood; Young Children Using the Internet; Toward a Theory of Internet Use and Cognitive Development; Virtual Worlds
  • Virtual Field TripsTele-collaborative Projects; Summary and Conclusions; References; Chapter-2; Supporting Young Children's Visual Literacy Technology Through the Use of E-Books; Scenario; Introduction; The Role of Scaffolding in Early Literacy; Advances in E-books for Children; Research on the Effects of E-books for Children; Selection of Quality E-books for Young Children; Digital Features of Children's E-books that Support Literacy Development; Instructional Design Features of E-books; Technical Features of E-books; E-Books that Address the Special Needs of Young Children
  • Implications for Practice in the Field of Early Childhood EducationConclusion; Appendix; Children's E-books and E-book Publishers; Web-based E-books on Scholastic BookFLIX; E-book Publishers; References; Children's Literature ; Chapter-3; Technology-based Literacies for Young Children: Digital Literacy through Learning to Code; Programming in Kindergarten; Early Childhood Technology Policies and Standards; Definitions of Literacy in the Digital Age; Digital Literacy for Early Childhood; Why Digital Literacy in Schools?; Exploring Digital Literacy in Early Childhood with ScratchJr
  • Connecting Digital Literacy and Traditional Literacy PracticesExamples of ScratchJr Literacy Projects (Figs. 4.2 and 4.3); Conclusion; References; Chapter-4; Teaching with Technology and Interactive Media to Promote Creativity and Arts-based Learning in Young Children; Theoretical Orientation; Developmentally-Appropriate Practice; The Relationship Between Technology/Interactive Media and Creativity/Arts-Based Learning; Technology and Interactive Media as a Means for Promoting Creativity and Arts-based Learning; Visual Arts; Music; Movement; Dance; Drama; Arts-Based Literacy
  • Role of the FamilyConclusion; References; Chapter-5; Opening Young Minds and Hearts: Employing Technology-Infused Critical Pedagogy in Hybrid Border Spaces; What Color is a Friend?; A Call to Reinvent the Curriculum: Founding Fathers' Shattered Dreams; Acculturation for All Children: The Moral Imperative; Critical Pedagogy + the 4 Cs + Web 2.0 Technology = Hybrid Border Spaces for Transformative Learning; Transformative Learning in a Hybrid Border Space; Critical Pedagogy: The Anchor and the Driving Force; The 4 Cs: Essential Skills in an Interconnected World
Control code
SPR897814488
Dimensions
unknown
Extent
1 online resource.
File format
unknown
Form of item
online
Isbn
9789401791830
Level of compression
unknown
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Quality assurance targets
not applicable
Reformatting quality
unknown
Reproduction note
Electronic resource.
Sound
unknown sound
Specific material designation
remote
Label
Young children and families in the information age : applications of technology in early childhood, edited by Kelly L. Heider, Mary Renck Jalongo, (electronic book)
Publication
Copyright
Antecedent source
unknown
Bibliography note
Includes bibliographical references
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
  • Information Literacy in Early Childhood: What, Why, How, and Where to Next? ; Foreword; What Is Information Literacy? ; How Has the Communication Environment Changed? ; Why Is Information Literacy Important in Early Childhood? ; Where to Next? ; References ; Acknowledgements; Contents; Contributors; About the Editors; About the Contributors; Part I ; Tools and Strategies; Chapter-1; Virtual Worlds: Young Children Using the Internet; An Online World; Changing Childhood; Young Children Using the Internet; Toward a Theory of Internet Use and Cognitive Development; Virtual Worlds
  • Virtual Field TripsTele-collaborative Projects; Summary and Conclusions; References; Chapter-2; Supporting Young Children's Visual Literacy Technology Through the Use of E-Books; Scenario; Introduction; The Role of Scaffolding in Early Literacy; Advances in E-books for Children; Research on the Effects of E-books for Children; Selection of Quality E-books for Young Children; Digital Features of Children's E-books that Support Literacy Development; Instructional Design Features of E-books; Technical Features of E-books; E-Books that Address the Special Needs of Young Children
  • Implications for Practice in the Field of Early Childhood EducationConclusion; Appendix; Children's E-books and E-book Publishers; Web-based E-books on Scholastic BookFLIX; E-book Publishers; References; Children's Literature ; Chapter-3; Technology-based Literacies for Young Children: Digital Literacy through Learning to Code; Programming in Kindergarten; Early Childhood Technology Policies and Standards; Definitions of Literacy in the Digital Age; Digital Literacy for Early Childhood; Why Digital Literacy in Schools?; Exploring Digital Literacy in Early Childhood with ScratchJr
  • Connecting Digital Literacy and Traditional Literacy PracticesExamples of ScratchJr Literacy Projects (Figs. 4.2 and 4.3); Conclusion; References; Chapter-4; Teaching with Technology and Interactive Media to Promote Creativity and Arts-based Learning in Young Children; Theoretical Orientation; Developmentally-Appropriate Practice; The Relationship Between Technology/Interactive Media and Creativity/Arts-Based Learning; Technology and Interactive Media as a Means for Promoting Creativity and Arts-based Learning; Visual Arts; Music; Movement; Dance; Drama; Arts-Based Literacy
  • Role of the FamilyConclusion; References; Chapter-5; Opening Young Minds and Hearts: Employing Technology-Infused Critical Pedagogy in Hybrid Border Spaces; What Color is a Friend?; A Call to Reinvent the Curriculum: Founding Fathers' Shattered Dreams; Acculturation for All Children: The Moral Imperative; Critical Pedagogy + the 4 Cs + Web 2.0 Technology = Hybrid Border Spaces for Transformative Learning; Transformative Learning in a Hybrid Border Space; Critical Pedagogy: The Anchor and the Driving Force; The 4 Cs: Essential Skills in an Interconnected World
Control code
SPR897814488
Dimensions
unknown
Extent
1 online resource.
File format
unknown
Form of item
online
Isbn
9789401791830
Level of compression
unknown
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Quality assurance targets
not applicable
Reformatting quality
unknown
Reproduction note
Electronic resource.
Sound
unknown sound
Specific material designation
remote

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