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Information Technology in Childhood Education Annual

2002 Volume 2002, Number 1

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Table of Contents

Number of articles: 17

  1. The Interactive Whiteboard as a Force for Pedagogic Change: The Experience of Five Elementary Schools in an English Education Authority

    David Miller & Derek Glover, Keele University, United Kingdom

    This article details an investigation into the use of interactive whiteboards undertaken in five elementary schools in an English education authority. Evidence was collected by using a... More

    pp. 5-19

  2. Navigation, Cognitive Style, and Seven-Year-Old Children’s Use of CD-ROM-Based Hypermedia Resources

    Agnes A. Ogonda & Marie Carroll, University of Canberra, Australia

    Sixteen 7-year-old children from an urban primary school were assessed for cognitive processing style by means of the Cognitive Assessment System (CAS), which indicated their positions on each of... More

    pp. 21-44

  3. Children Learning from Artfully Designed, Three-Dimensional Computer Animation

    Yoomi Choi Ju, Hongik University; Lauren Cifuentes, Texas A&M University, United States

    An artfully designed, 3-D computer-generated video story was created to demonstrate the mixing of primary colors to obtain secondary colors. Two research questions were explored in this research:... More

    pp. 45-60

  4. Multimedia Scenario in a Primary School

    Urban Nulden & Bodil Ward, Goteborg University, Sweden

    Multimedia as an educational technology tool is used throughout the educational system. In this article we present a research project where multimedia scenario was used to initiate a discussion... More

    pp. 61-85

  5. Developmentally Appropriate Technology for Young Children

    Colleen Finegan & Nancy Jo Austin, Wright State University, United States

    Is computer usage appropriate for young children? The manner in which the computer is used can benefit the child, have no effect whatsoever, or actually be detrimental to the child's academic and... More

    pp. 87-102

  6. Online Assistants in Children’s Hypermedia Software

    Penny Ann Garcia, University of Wisconsin—Oshkosh, United States

    The classroom teacher's comfort and familiarity with computers and software influences student-computer use in the classroom. Teachers remain mired in repetitive introduction of basic software... More

    pp. 103-121

  7. Teachers as Designers: Integrating Robotics in Early Childhood Education

    Marina U. Bers, Iris Ponte, Catherine Juelich, Alison Viera & Jonathan Schenker, Tufts University, United States

    This article presents a constructionist approach to introducing technology, in particular robotics, in the early childhood classroom. The authors demonstrate how this approach is well suited, since... More

    pp. 123-145

  8. School Change with Technology: Crossing the Digital Divide

    Margaret Riel & Jennifer Schwarz, University of California—Irvine, United States

    Closing the digital divide requires much more than buying equipment, it requires increasing the knowledge and skills of teachers using the technology, and access to digital tools in the community. ... More

    pp. 147-179

  9. Technology and Pedagogy in Early Childhood Education: Guidance from Cultural-Historical-Activity Theory and Developmentally Appropriate Instruction

    Sheri Lyn Galarza, Susan Entz, Roland G. Tharp & Héctor Rivera, University of California—Santa Cruz, United States

    Technology can facilitate a pedagogy-based on neo-Vygotskian sociocultural theory, and on developmentally appropriate instruction. This article reviews the basic principles of such a pedagogy, and ... More

    pp. 181-204

  10. Gender Bias in Computer Software Programs: A Checklist for Teachers

    Ambika Bhargava, Oakland University, United States

    Selection of appropriate software plays a vital role in facilitating children's desire to use computers. The discrepancy between girls' and boys' use of computers is enhanced by the scarcity of... More

    pp. 205-218

  11. Designing Technology for Children: Moving from the Computer into the Physical World with Electronic Blocks

    Peta Wyeth & Helen Purchase, The University of Queensland, Australia

    Electronic Blocks are a new programming environment designed specifically for children between three and eight years of age. As such, the design of the Electronic Block environment is firmly based ... More

    pp. 219-244

  12. Preschool Teacher’s Conceptions of Computers and Play

    Anette Sandberg, Malardalens University

    There are many dimensions of play and play's significance for children's development and learning is often emphasized, but how do preschool teachers see children's use of computers in preschool? A ... More

    pp. 245-262

  13. Helping Them Understand: Astronomy for Grades 5 and 6

    Helen Geissinger, Lena Danaia & David H. McKinnon, Charles Sturt University, Australia

    This article reports on research into learning gains made by children aged 10-12 when they studied astronomy using learning activities in a constructivist environment consolidated by access through... More

    pp. 263-275

  14. Design and Implementation of Mapping Software: Developing Technology and Geography Skills in Two Different Learning Communities

    Robert S. Friedman, New Jersey Institute of Technology, United States; Jerri Drakes, Little Bytes, United States; Fadi P. Deek, New Jersey Institute of Technology, United States

    A software development collaboration project designed to maximize the skill sets and interests of school children and teachers, educational software technologists and researchers, and college... More

    pp. 277-294

  15. Early Childhood Teacher Candidates Evaluate Computer Software for Young Children

    Jennifer Aldrich, Central Missouri State University, United States

    The proliferation of computer software for young children necessitates that early childhood teachers have the knowledge and skills needed to evaluate and select developmentally appropriate software... More

    pp. 295-300

  16. Embedding Computer Technology in Developmentally Appropriate Practice: Engaging with Early Years Professionals’ Beliefs and Values

    Elaine Hall & Steven Higgins, Newcastle University, United Kingdom

    The use of computers in early years has become a contentious issue, with advocates calling for more Information and Communications Technology (ICT), more machines, better software, and more... More

    pp. 301-320

  17. Technological Applications to Support Children’s Development of Spatial Awareness

    David Matthews & Eugene A. Geist, Ohio University, United States

    This article presents methods and theory behind promoting children's spatial awareness through representing 3D reality in 2D cyberspace. Spatial awareness in children is an often neglected aspect... More

    pp. 321-336