Table Of ContentTHE ROUTLEDGE INTERNATIONAL
HANDBOOK OF LEARNING WITH
TECHNOLOGY IN EARLY CHILDHOOD
The Routledge International Handbook of Learning with Technology in Early Childhood focuses specifically
on the most cutting-edge, innovative and international approaches in the study of children’s use of and
learning with digital technologies.
This edited volume is a comprehensive survey of methods in children’s technologies and contains a
rich repertoire of studies from diverse fields and research, including both educational and developmental
psychology, post-humanist literacy, applied linguistics, language and phenomenology and narrative
approaches.
For ease of reference, the Handbook’s 28 chapters are divided into four thematic sections:
• introduction and opening reflections;
• studies answering ontological questions, which theorize how children take on original identities in
becoming literate with technologies;
• studies answering epistemological questions, which focus on how children’s knowledge and
learning are (co)constructed with a diverse range of technologies;
• studies answering practice-related questions, which explore the resources and conditions that
create the most powerful learning opportunities for children.
Expertly edited, this interdisciplinary and international compendium is an ideal introduction to such a
diverse, multi-faceted field.
Natalia Kucirkova is Professor of Early Childhood Education and Development at University of
Stavanger, Norway. Her research concerns innovative ways of supporting children’s book reading, digital
literacy and exploring the role of personalization in early years. She has been commended for her
engagement with teachers and parents at a national and international level.
Jennifer Rowsell is Professor in the Department of Teacher Education and Canada Research Chair in
Multiliteracies at Brock University, Canada. Her current research interests include applying multimodal,
arts-based practices with youth across formal and informal contexts; expanding research methodologies
and theories of literacy for digital, immersive and game-based research; and, longitudinal research with
families examining ways that literacy and multimodal practices mediate identities.
Garry Falloon is the Fairfax Foundation Chair in Education and Professor of Digital Learning in the
Department of Educational Studies at Macquarie University, Australia. His research interests include
mobile and online learning, digital learning in primary and middle schools, pedagogy and assessment in
digitally supported innovative learning environments and educational research methods.
THE ROUTLEDGE INTERNATIONAL HANDBOOK SERIES
THE ROUTLEDGE INTERNATIONAL HANDBOOK OF EARLY
CHILDHOOD PLAY (2017)
Edited by Tina Bruce, Pentti Hakkarainen and Milda Bredikyte
THE ROUTLEDGE INTERNATIONAL HANDBOOK OF EARLY
LITERACY EDUCATION (2017)
Edited by Natalia Kucirkova, Catherine E. Snow, Vibeke Grover and Catherine McBride
THE ROUTLEDGE INTERNATIONAL HANDBOOK OF CRITICAL
POSITIVE PSYCHOLOGY (2017)
Edited by Nick Brown, Tim Lomas and Francisco Jose Eiroa-Orosa
INTERNATIONAL HANDBOOK OF POSITIVE AGING (2017)
Edited by Rachael E Docking and Jennifer Stocks
ROUTLEDGE INTERNATIONAL HANDBOOK OF SCHOOLS
AND SCHOOLING IN ASIA (2018)
Edited by Kerry J. Kennedy and John Chi-Kin Lee
ROUTLEDGE INTERNATIONAL HANDBOOK OF MULTICULTURAL
EDUCATION RESEARCH IN ASIA PACIFIC (2018)
Edited by Yun-Kyung Cha, Seung-Hwan Ham and Moosung Lee
ROUTLEDGE INTERNATIONAL HANDBOOK OF FROEBEL
AND EARLY CHILDHOOD PRACTICE (2019)
Edited by Tina Bruce, Peter Elfer and Sacha Powell with Louie Werth
THE ROUTLEDGE INTERNATIONAL HANDBOOK OF LEARNING
WITH TECHNOLOGY IN EARLY CHILDHOOD (2019)
Edited by Natalia Kucirkova, Jennifer Rowsell and Garry Falloon
For more information about this series, please visit: www.routledge.com/Routledge-International-
Handbooks-of-Education/book-series/HBKSOFED
THE ROUTLEDGE
INTERNATIONAL
HANDBOOK OF LEARNING
WITH TECHNOLOGY
IN EARLY CHILDHOOD
Edited by Natalia Kucirkova, Jennifer Rowsell
and Garry Falloon
First published 2019
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
52 Vanderbilt Avenue, New York, NY 10017
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2019 selection and editorial matter, Natalia Kucirkova, Jennifer Rowsell,
and Garry Falloon; individual chapters, the contributors
The right of Natalia Kucirkova, Jennifer Rowsell, and Garry Falloon to
be identified as the authors of the editorial material, and of the authors for
their individual chapters, has been asserted in accordance with sections 77
and 78 of the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or
utilised in any form or by any electronic, mechanical, or other means, now
known or hereafter invented, including photocopying and recording, or in
any information storage or retrieval system, without permission in writing
from the publishers.
Trademark notice: Product or corporate names may be trademarks or
registered trademarks, and are used only for identification and explanation
without intent to infringe.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
A catalog record for this book has been requested
ISBN: 978-1-138-30816-9 (hbk)
ISBN: 978-1-315-14304-0 (ebk)
Typeset in Bembo
by Apex CoVantage, LLC
CONTENTS
List of figures ix
List of tables xi
Notes on editors xii
Notes on contributors xiii
Foreword by Rosie Flewitt xxiii
PART I
Setting the scene 1
1 Introduction 3
Natalia Kucirkova, Jennifer Rowsell and Garry Falloon
2 Reflective conversations about research methods with children 18
Pam Whitty and Jennifer Rowsell
3 The pros and cons of using display capture technology for data
collection with young children 30
Garry Falloon
PART II
Studies answering ontological questions 47
4 “Talk into my GoPro, I’m making a movie!”: using digital
ethnographic methods to explore children’s sociomaterial
experiences in the woods 49
Debra Harwood and Diane R. Collier
v
Contents
5 Transcultural approaches to literacy, learning, and play 62
Rahat Zaidi
6 Composing childhood cultures: ethnography upside down 74
Anne Haas Dyson
7 Researching a child’s embodied textual play 88
Kerryn Dixon and Hilary Janks
8 Social media, video data and heritage language learning: researching
the transnational literacy practices of young children from
immigrant families 107
Sumin Zhao
9 (Re)imagining multiliteracies research practices with post
qualitative inquiry 127
Candace R. Kuby
10 Stacking stories as method: research in early years settings 143
Cathy Burnett and Guy Merchant
PART III
Studies answering epistemological questions 155
11 Researching young children’s play in the post-digital age: questions
of method 157
Jackie Marsh
12 From cutting out to cutting with: a materialist reframing of action
and multimodality in children’s play and making 170
Karen E. Wohlwend and Jaye Johnson Thiel
13 Researching in the iWorld: from home to beyond 182
Linda Laidlaw, Joanne O’Mara and Suzanna So-Har Wong
14 Young children’s home technology use: responsive qualitative
methods for a sensitive topic 196
Joanne Orlando
15 The parent-child-app learning assemblage: scaffolding early
childhood learning through app use in the family home 210
Donell Holloway, Leslie Haddon, Lelia Green and
Kylie J. Stevenson
vi
Contents
16 This is the stuff that identities are made of: children learning
with grandparents and other elders 219
Rachel Heydon and Xiaoxiao Du
17 Technologies, affordances, children and embodied reading: a case
for interdisciplinarity 235
Anne Mangen, Trude Hoel and Thomas Moser
18 Materialities, multiliteracies and makerspaces: design-based
experiments in teacher/researcher collaborations 248
Aspa Baroutsis and Annette Woods
PART IV
Studies answering practice-related questions 265
19 Research with children with special educational needs: a focus
on Autism Spectrum Disorder 267
Melissa L. Allen and Shu Yau
20 Using mixed methods research with young children and
their families in culturally, linguistically and socially
diverse communities 280
Jim Anderson, Ann Anderson, Ji Eun Kim and
Marianne McTavish
21 Student generated visual narratives: lived experiences of learning 294
Narelle Lemon
22 Arts-based methods 311
Linda Knight
23 Supporting children’s learning at home through smartphone apps
for parents 324
Fiona Jelley, Kathy Sylva and Valeria Ortiz Villalobos
24 When technology met real-life experiences: science curriculum
project with technology for low-income Latino preschoolers 338
Lena Lee
25 Reading in the digital age: lessons learned and future opportunities 349
Rebecca A. Dore, Jennifer M. Zosh, Brenna Hassinger-Das,
Roberta Michnick Golinkoff and Kathy Hirsh-Pasek
vii
Contents
26 Head mounted, chest mounted, tripod or roaming?
the methodological potentials of a GoPro camera
and ontological possibilities for doing visual research
with child participants differently 362
Lucy Caton and Abigail Hackett
27 Critical visual discourse analysis 377
Peggy Albers, Vivian Maria Vasquez, and Jerome C. Harste
28 Using tablet technology in preschool and early kindergarten for the
identification of children at risk for reading difficulties 393
Sibylla Leon Guerrero, Ola Ozernov-Palchik, Michelle Gonzalez,
Jennifer Zuk and Nadine Gaab
Index 404
viii
FIGURES
3.1 An example of an Innovative Learning Environment (Flexible Learning
Space) from this study 31
3.2 Flexible learning spaces provide children with different workspace options 32
3.3a, b Top, the early display recorder showing finger placement (white spots)
and the latest version (bottom) with Facecam recording 34
3.4 A typical Studiocode window showing timeline (bottom), coding
framework (right) and sample video clip 36
3.5 Later versions of the screen recorder included a visible start/stop button 38
3.6 The Facecam captured children’s lengthy (and often silent)
deliberations as they tried to solve problems 42
4.1 Still images of child’s GoPro video 50
4.2 Mike’s GoPro video data fragments 51
4.3 GoPro video clips of icy hill play 57
5.1 Sample letter inviting parent and community member participation 67
6.1 Ta’Von’s self-portrait with braids 75
7.1 Fairclough’s dimensions of discourse 91
7.2 Fairclough’s model with theory inserted relevant to this study 97
7.3 Leah’s artwork of children responding ‘No’ to Pigeon 98
7.4 Leah at work on a map 99
7.5 Pigeon and Duckling give the Princess something 100
7.6 The story of the stolen crown 100
7.7 Examples of Leah using body positions to represent emotions
and movement 104
8.1 WeChat exchange: Let’s Play a Game 108
8.2 Conversational context: The Reunion Dinner 109
8.3 WeChat video ‘reports’: children’s language and literacy practices
in Chinese 115
10.1 Look at our data 148
11.1 Arjun’s picture of his Hot Wheels cars in his bedroom 161
11.2 Still from Amy’s GoPro footage 165
12.1 Paper iPhone 175
ix
