Technologies for Children is a comprehensive guide to teaching design and digital technologies to children from birth to 12 years. Aligned with the Early Years Learning Framework and the Australian Curriculum: Technologies, this book provides practical ideas for teaching infants, toddlers, pre-schoolers and primary-aged children. The third edition includes expanded content on teaching digital technologies, with a new chapter on computational thinking. Key topics covered include food and fibre production, engineering principles and systems, and computational thinking. The content goes beyond discussing the curriculum to consider technology pedagogies, planning, assessment and evaluation. Case studies drawn from Australian primary classrooms and early childhood centres demonstrate the transition from theory to practice. Each chapter is supported by pedagogical reflections, research activities and spotlights, as well as extensive online student resources. Written by Marilyn Fleer, this book presents innovative, engaging and student-centred approaches to integrating technologies in the classroom.

This work brings together the insights of ten designers, researchers, and educators, each invited to contribute a chapter that relates his or her experience develping or using a children's robotic learning device. This growing area of endeavour is expected to have prodound and long-lasting effets on the ways children learn and develop, and its participants come from a wide range of backgrounds.

Childhood is increasingly saturated by technology: from television to the Internet, video games to 'video nasties', camcorders to personal computers. Children, Technology and Culture looks at the interplay of children and technology which poses critical questions for how we understand the nature of childhood in late modern society. This collection brings together researchers from a range of disciplines to address the following four aspects of this relationship between children and technology: *children's access to technologies and the implications for social relationships *the structural contexts of children's engagement with technologies with a focus on gender and the family *the situatedness of children's interactions with technological objects *the constitution of children and childhood through the mediations of technology _ This book represents a substantial contribution to contemporary social scientific thinking both about the nature of children and childhood, the social impacts of technologies and the various relationships between the two.

This book examines the ways in which mobile technologies may contribute to or disrupt literacy learning in children. Also explored is the impact mobile technologies may have on literacy definitions and practices; student, parent and teacher roles and interactions; power relations in education; and social and material interactions.

Design and technology education is now an established field of study in primary schools and in many early childhood centres. Authors Marilyn Fleer and Beverley Jane offer the definitive text on this curriculum area. Design and Technology for Children 3e is a comprehensive and innovative account of teaching and research in design and technology education. It gives pre-service and in-service teachers opportunities to reflect upon and further develop their understanding of technology and technological knowledge, and to consider several different approaches in a practical and interactive way. he third edition has been written to reflect current research and practice in design and technology education for Australian children and pre-service teachers.

Understanding Digital Technologies and Young Children explores the possibilities digital technology brings to enhance the learning and developmental needs of young children. Globally, the role of technology is an increasingly important part of everyday life. In many early childhood education frameworks and curricula around the world, there is an expectation that children are developing skills to become effective communicators and are using digital technology to investigate their ideas and represent their thinking. This means that educators throughout the world are expected to actively enhance children’s learning in ways that provide learning experiences with technology that are balanced and purposeful to allow the transformation of traditional authentic learning experiences. Digital technologies can be used to explore, manipulate, discover, play and interact with real and imaginative worlds to allow active meaning making. With a wide range of expert contributors, this book provides a comprehensive examination of the current research on technology and young children and the importance of engagement for learning. This approach encourages the reader to rethink the possibilities and potential of digital technologies for learning in the early years, especially in the years before formal schooling when children might be attending early childhood settings. This will be a valuable reference for anyone looking for an international perspective on digital technology and young children, and is particularly aimed at current and future teachers.

Growing Up with Technology explores the role of technology in the everyday lives of three- and four-year-old children, presenting the implications for the children’s continuing learning and development. Children are growing up in a world where the internet, mobile phones and other forms of digital interaction are features of daily life. The authors have carefully observed children’s experiences at home and analysed the perspectives of parents, practitioners and the children themselves. This has enabled them to provide a nuanced account of the different ways in which technology can support or inhibit learning. Drawing on evidence from their research, the authors bring a fresh approach to these debates, based on establishing relationships with children, families and educators to get insights into practices, values and attitudes. A number of key questions are considered, including: Which technologies do young children encounter at home and preschool? What kind of learning takes place in these encounters? How can parents and practitioners support this learning? Are some children disadvantaged when it comes to learning with technology? Growing Up with Technology is strongly grounded in a series of research projects, providing new ways of thinking about how children’s learning with technology can be supported. It will be of great interest to undergraduate and postgraduate students on a range of courses including childhood studies, and those with a particular interest in the use of technology in education. Parents, practitioners and researchers will also find this a fascinating and informative read.