Technology and young children: bridging the communication-generation gap
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Hershey, PA
Information Science Reference
2012
|
| Schriftenreihe: | Premier reference source
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | "This book presents the view that beliefs, history, research, and policy are essential to changing the educational system with technology"--Provided by publisher. Includes bibliographical references and index |
| Beschreibung: | XXIV, 299 S. |
| ISBN: | 9781613500590 9781613500613 |
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TABLE OF CONTENTS
FORWARD XI I
PREFACE XIV
ACKNOWLEDGMENT XXIII
SEETION 1
UNDERSTANDING THE DIGITAL COMMUNICATION GENERATION GAP: VALUES, HELIEFS,
SOCIAL CULTURAL SYSTEMS THAT INFLUENCE TEACHING PRACTICE
CHAPTER 1 THE IMPACT OFTECHNOLOGY ON EARLY CHILDHOOD EDUCATION: WHERE
THE CHILD THINGS ARE?
ADULTS, CHILDREN, DIGITAL MONSTERS AND THE SPACES IN BETWEEN I
ANDREW NEU GIBBONS, AUEKLAND UNIVERSITY O/TEEHNOLOGY, NEW ZEALAND
CHAPTER 2 ENCULTURATION OF YOUNG CH IIDREN AND TECHNOLOGY 24
ALEXANDRU SPATARIU, GEORGETOWN COLLEGE, USA ANDREA PEAEH, GEORGETOWN
COLLEGE, USA SUSAN BELL, GEORGETOWN COLLEGE. USA
CHAPTER3 CHILDREN S POWER FOR LEARNING IN THE AGE OFTECHNOLOGY 49
JULIE MELEOD, UNIVERSITY 0/ NORTH TEXAS, USA LIN LIN, UNIVERSITY 0/
NORTH TEXAS, USA SHERI VASINDA, TEXAS A&M UNIVERSITY - COMMEREE, USA
CHAPTER4 TECHNOLOGY IN THREE AMERICAN PRESCHOOLS:
TECHNOLOGICALLNFLUENCES OF IDEOLOGY AND SOCIAL CLASS 65
ALLISON S. HENWARD, ARIZONA STATE UNIVERSITY & UNIVERSITY 0/ MEMPHIS,
USA
IMAGE 2
CHAPTER 5
TECHNOLOGY: CHANGING THE RESEARCH BASE ON YOUNG CHILDREN 88
SHANNON AUDLEY-PIOTORWKSI, UNIVERSITY 0/ MEMPHIS, USA NEHA KUMAR,
UNIVERSITY 0/ MEMPHIS, USA YEH HSUEH, UNIVERSITY 0/ MEMPHIS, USA MELANIE
SUMNER, UNIVERSITY 0/ MEMPHIS, USA
SECTION 2
BRIDGING THE GAP BETWEEN TECHNOLOGY-BASED EDUCATIONAL RESEARCH METHODS
AND CHILD DEVELOPMENT
CHAPTER6 BRIDGING THE COMMUNICATION GAP THROUGH VIDEO RESEARCH: THE
PRESCHOOL IN THREE CU ITURES METHOD I 11
YEH HSUEH, UNIVERSITY 0/ MEMPHIS, USA JOSEPH TOBIN, ARIZONA STATE
UNIVERSITY, USA
SECTION 3
BRIDGING THE GAP BETWEEN PEDAGOGY AND TECHNOLOGY
CHAPTER7 EARLY CHILDHOOD TEACHERS: CLOSING THE DIGITAL-DIVIDE 126
KEVIN THOMAS, BELLARMINE UNIVERSITY, USA KATHLEEN SPENCER COOTER,
BELLARMINE UNIVERSITY, USA
CHAPTER8 TECHNOLOGY AND SECOND LANGUAGE LEAMING: DEVELOPMENTAL
RECOMMENDATIONS FOR EARLY-CHILDHOOD EDUCATION 151
NATHAN E. ZIEGLER, THE UNIVERSITY O/TOLEDO, USA FLORIAN C. FEUCHT, THE
UNIVERSITY O/TOLEDO, USA
CHAPTER9 SCIENCE TECHNOLOGY AND YOUNG CHILDREN 180
BRIAN H GIZA, UNIVERSITY O/TEXAS AT EI PASO, USA
CHAPTER 10 MATHEMATICS LEAMING THROUGH THE USE OFTECHNOLOGY 199
AMY M SMITH, PINK SKY EDUCATION, USA AMY R. GENTRY, SHELBY COUNTY
SCHOOLS, USA SALLY BLAKE, FLAGLER COLLEGE, USA
IMAGE 3
CHAPTER 11
TECHNOLOGY FOR YOUNG CHILDREN WITH SPECIAL NEEDS 222
SARA C. BICARD, UNIVERSITY 0/ MEMPHIS, USA DAVID F. BICARD, UNIVERSITY
0/ MEMPHIS, USA
SECTION 4
BRIDGING THE GAP BETWEEN POLICY AND PRACTICE
CHAPTER 12 BRIDGING THE GAP BETWEEN POLICY AND IMPLEMENTATION: PRESCHOOL
EDUCATION IN MEXICO, LATIN AMERICA AND SPAIN 242
JORGE LOPEZ, UNIVERSITY O/TEXAS AL EI PASO, USA
COMPILATION OF REFERENCES 261
ABOUT THE CONTRIBUTORS 290
INDEX 295
IMAGE 4
DETAILED TABLE OF CONTENTS
FORWARD XII
PREFACE XIV
ACKNOWLEDGMENT XXIII
SECTION 1
UNDERSTANDING THE DIGITAL COMMUNICATION GENERATION GAP: VALUES, HEUEFS,
SOCIAL CULTURAL SYSTEMS THAT INFTUENCE TEACHING PRACTICE
CHAPTER 1 THE IMPACT OFTECHNOLOGY ON EARLY CHILDHOOD EDUCATION: WHERE
THE CHILD THINGS ARE?
ADULTS, CHILDREN, DIGITAL MONSTERS AND THE SPACES IN BETWEEN 1
ANDREW NEU GIBBONS, AUEKLAND UNIVERSITY OFTEEHNOLOGY, NEW ZEALAND
THIS CHAPTER EXPLORES THE BRIDGING THE COMMUNICATION-GENERATION GAP
THROUGH AN ANALYSIS OFTHE CHILD S PLAY WITH HI-TECH TOYS. THE ANALYSIS
OF THE YOUNG CHILD S PLAY WITH THESE TOYS EMPLOYS NARRATIVE FROM THE
SHOW DIGIMON IN ORDER TO CRITIQUE PREDOMINANT THEMES IN RELATION TO
LEARNING AND DEVELOPMENT.
THESE THEMES HIGHLIGHT CHALLENGES TO BINARY OPPOSITIONS OF ADULT-CHILD,
SELF-OTHER, AND ARTIFICIAL-REAL. IN TROUBLING THESE OPPOSITIONS, THE
VERY IDEA OF THE GAP BECOMES OF INTEREST IN THAT IN THE GAP ARE
POTENTIAL ALTERNATIVES FOR ADULTS WHO SEEK A CRITICAL UNDERSTANDING OF
THE COMPLEX TERRAINS IN WHICH THEY ENGAGE THE YOUNG CHILD.
CHAPTER2 ENCULTURATION OFYOUNG CHILDREN AND TECHNOLOGY 24
ALEXANDRU SPATARIU, GEORGETOWN COLLEGE, USA ANDREA PEAEH, GEORGETOWN
COLLEGE, USA SUSAN BELL, GEORGETOWN COLLEGE, USA
CHILDREN ARE EXPOSED TO TECHNOLOGY IN MANY WAYS. AS TECHNOLOGY USE IN
INFORMAL SETTINGS LIKE THE HORNE, THE COMMUNITY, THE LIBRARY, THE ZOOS,
AND MUSEUMS INCREASES, CHILDREN ARE EXPOSED TO A VARIETY OF APPLICATIONS
AND TECHNOLOGY AVAILABILITY. EACH GENERATION OF CHILDREN COME TO EARLY
CHILDHOOD PROGRAMS WITH INCREASINGLY DIFFERENT EXPERIENCES AND EXPOSURE
TO TECHNOLOGY. TECHNOLOGY HAS BECOME A STRONG
IMAGE 5
CULTURAL INFLUENCE IN THE LIVES OF CHILDREN, AND WE NEED TO EXPLORE AND
THINK ABOUT HOW THIS WILL IMPACT
DEVELOPMENT AND LEARNING.
CHAPTER3 CHILDREN S POWER FOR LEARNING IN THE AGE OFTECHNOLOGY 49
JULIE MCLEOD, UNIVERSITY 0/ NORTH TEXAS, USA LIN LIN, UNIVERSITY 0/
NORTH TEXAS, USA SHERI VASINDA, TEXAS A&M UNIVERSITY - COMMERCE, USA
THIS CHAPTER SITUATES DISCUSSIONS OF CHILDREN S POWER FOR LEARNING IN
THE CONTEXT OF NEW MEDIA AND TECHNOLOGY. WE ASSERT THAT FOR LEARNING TO
TAKE PLACE, CHILDREN MUST EXERT THEIR OWN POWER AND TAKE INITIATIVES IN
THEIR LEARNING; YET, THE CURRENT POWER STRUCTURE OF CLASSROOMS INHIBITS
CHILDREN FROM EXERTING THEIR POWER AND MOTIVATION FOR LEARNING. TRACING
THE SEMINAL WORKS ON POWER, WE PROVIDE EXAMPLES OF
CHILDREN S POWER IN LEARNING AND ARGUE FOR APOWER STRUCTURE
TRANSFORMATION NECESSARY IN A TECHNOLOGYRICH CLASSROOM OFTHE
TWENTY-FIRST CENTURY.
CHAPTER4 TECHNOLOGY IN THREE AMERICAN PRESCHOOLS: TECHNOLOGICAL
INFLUENCES OF IDEOLOGY AND SOCIAL CLASS 65
ALLISON S. HENWARD, ARIZONA STATE UNIVERSITY & UNIVERSITY 0/ MEMPHIS,
USA
THIS CHAPTER EXPLORES THE MARRIAGE OFPOPULAR CULTURE AND TECHNOLOGY AND
ITS PLACE IN PRESCHOOL SETTINGS.
IT IS SPECIFICALLY CONCERNED WITH THE MANNER IN WHICH SOCIAL CLASS AND
PRESCHOOL IDEOLOGY CONTRIBUTE TO OR DETRACT FROM CHILDREN S ACCESS TO
POPULAR CULTURE TECHNOLOGY.
CHAPTER5 TECHNOLOGY: CHANGING THE RESEARCH BASE ON YOUNG CHILDREN 88
SHANNON AUDLEY-PIOTORWKSI, UNIVERSITY 0/ MEMPHIS, USA NEHA KUMAR,
UNIVERSITY 0/ MEMPHIS, USA YEH HSUEH, UNIVERSITY 0/ MEMPHIS, USA MELANIE
SUMNER, UNIVERSITY 0/ MEMPHIS, USA
TECHNOLOGY HAS CHANGED THE POTENTIAL FOR RESEARCH OFYOUNG CHILDREN
DRAMATICALLY. TECHNOLOGY HAS ALLOWED RESEARCHERS TO CAPTURE NUANCES OF
CHILDREN S INTERACTIONS SUCH AS EYE MOVEMENT IN INFANTS, HEART RATE, AND
PHYSIOLOGICAL REACTIONS THAT RESEARCHER S COULD NEVER ACCURATELY TRACK
WITHOUT THE NEW TECHNOLOGIES. UNDERSTANDING THE ROLE OFTECHNOLOGY AND
THE EVIDENCE OFCHILDREN S DEVELOPMENT HAS OPENED NEW
IDEAS ABOUT THE CAPABILITIES OF CHILDREN. TEACHERS NEED TO UNDERSTAND
HOW THESE TECHNOLOGIES ARE BEING USED AND HOW RESEARCHERS SUPPORT
LEARNING AND DEVELOPMENT BASED ON THIS NEW APPROACH TO INFORMATION
COLLECTION WITH YOUNG CHILDREN.
IMAGE 6
SECTION 2
BRIDGING THE GAP BETWEEN TECHNOLOGY-BASED EDUCATIONAL RESEARCH METHODS
AND CHILD DEVELOPMENT
CHAPTER6 BRIDGING THE COMMUNICATION GAP THROUGH VIDEO RESEARCH: THE
PRESCHOOL IN THREE CU ITURES METHOD 111
YEH HSUEH, UNIVERSITY OF MEMPHIS, USA JOSEPH TOBIN, ARIZONA STATE
UNIVERSITY, USA
TECHNOLOGY IS A VALUABLE TOOL FOR RESEARCHERS OFYOUNG CHILDREN FOR MANY
REASONS. THIS CHAPTER DISCUSSES THE USE OF VIDEO AS AN ETHNOGRAPHIC
RESEARCH TOOL FOR STUDYING PRESCHOOL EDUCATION AND OFFERS INSIGHT INTO
HOW VIDEO CAN BE USED TO INFORM RESEARCHERS, PRACTITIONERS, AND PARENTS
OF YOUNG CHILDREN. THE APPROACH REFERRED TO AS VIDEO-CUED MULTIVOCAL
ETHNOGRAPHY IS INTENDED TO HIGHLIGHT DIFFERENCES ACROSS
CULTURES, AND TO REVEAL CONTINUITY AND CHANGE IN PRESCHOOL EDUCATION
OFTHREE COUNTRIES OVER THE COURSE OF A GENERATION. BUT THIS APPROACH IS
ALSO VALUABLE FOR PROMOTING TEACHER REFLECTION ON, AND DEVELOPING
CULTURAL UNDERSTANDINGS OFHOW TEACHERS PRACTICE EMBODIES THE CULTURE IN
WHICH THEY LIVE AND WORK.
SECTION 3
BRIDGING THE GAP BETWEEN PEDAGOGY AND TECHNOLOGY
CHAPTER7 EARLY CHILDHOOD TEACHERS: CLOSING THE DIGITAL-DIVIDE 126
KEVIN THOMAS, BELLARMINE UNIVERSITY, USA KATHLEEN SPENCER COOTER,
BELLARMINE UNIVERSITY, USA
THIS CHAPTER REVIEWS THE STATE OFTECHNOLOGY TRAINING FOR EARLY CHILDHOOD
EDUCATORS IN TEACHER PREPARATION INSTITUTIONS ACROSS THE COUNTRY. USING
NCATE AND NAEYC STANDARDS AS BENCHMARKS OF PRACTICE, THE CHAPTER
OUTLINES SOME CURRENT ISSUES AND RESEARCH ON TECHNOLOGY TRAINING AT THE
PRESERVICE LEVEL, SUCH AS COURSE SEQUENCE, TEXTBOOK CHOICE, CONTENT
INFUSION, FIELD EXPERIENCES, ET CETERA. THE CHAPTER ALSO OUT-
LINES THREE TECHNOLOGIES, WEB 2.0, GOOGLE EARTH, AND THE VIRTUAL
MANIPULATIVES THAT ARE ACCESSIBLE, FREE TO USERS, REQUIRE LITTLE TEACHER
TRAINING, AND HAVE EVIDENCE TO SUPPORT THEIR INSTRUCTIONAL BENEFITS.
THESE THREE WELL-DEVELOPED TECHNOLOGIES CAN EASILY BE INTRODUCED TO
STUDENTS AND TEACHERS AS EXEMPLARS OF CONSTRUCTIVIST PEDAGOGICAL
TECHNOLOGY IN EARLY CHILDHOOD SCIENCE AND MATHEMATICS CLASSROOMS.
ACTIVITIES USING EACH ARE INCLUDED.
CHAPTER8 TECHNOLOGY AND SECOND LANGUAGE LEARNING: DEVELOPMENTAL
RECOMMENDATIONS FOR EARLY-CH IIDHOOD EDUCATION 151
NATHAN E. ZIEGLER, THE UNIVERSITY OFTOLEDO, USA FLORIAN C. FEUCHT, THE
UNIVERSITY OFTOLEDO, USA
TECHNOLOGY IS OFTEN VIEWED AS A NECESSARY COMPONENT FOR THE FACILITATION
OFLEARNING, ESPECIALLY FOR SECOND LANGUAGE LEARNERS IN EARLY-CHILDHOOD
EDUCATION. HOWEVER, INTEGRATING TECHNOLOGY IN THE CLASSROOM
IMAGE 7
IS A DIFFICULT TASK. THE EXISTING LITERATURE OFTEN DOES NOT BRIDGE THE
FIELDS OFTECHNOLOGY, SECOND LANGUAGE
LEARNING, AND COGNITIVE DEVELOPMENT IN CHILDHOOD. THEREFORE, THE GOAL OF
THIS CHAPTER IS TO DEVELOP A THEORETICAL FRAMEWORK STEMMING FROM A
CRITICALLITERATURE REVIEW OF CONCEPTUAL AND EMPIRICAL WORKS AS THEY
PERTAIN TO TECHNOLOGY, SECOND LANGUAGE LEARNING, AND COGNITIVE
DEVELOPMENT. THIS FRAMEWORK IS
USED TO DESCRIBE CONCEPTUAL ISSUES AND TO IDENTIFY EDUCATIONAL
IMPLICATIONS FOR THE USE OFTECHNOLOGY IN THE SECOND LANGUAGE C1ASSROOM
IN EARLY-CHILDHOOD EDUCATION. FURTHERMORE, THE CHAPTER CONCLUDES WITH
EDUCATIONAL, CONCEPTUAL, AND METHODOLOGICAL IMPLICATIONS AS THEY PERTAIN
TO TECHNOLOGY RESEARCH AND DEVELOPMENT IN EARLY SECOND LANGUAGE
C1ASSROOMS.
CHAPTER 9 SCIENCE TECHNOLOGY AND YOUNG CHILDREN 180
BRIAN H. GIZA, UNIVERSITY O/TEXAS AL EI PASO, USA
TEACHERS OFYOUNG CHILDREN HAVE ACCESS TO AN EVER INCREASING DIVERSITY
OFTECHNOLOGY TOOLS. THIS CHAPTER PROVIDES A FRAMEWORK FOR EVALUATING AND
APPLYING TOOLS FOR SCIENCE IN ALL C1ASSROOMS. IT INCLUDES ASERIES
OFVIGNETTES THAT ILLUSTRATE THE APPLICATION OFTECHNOLOGY IN THE CONTEXT
OF A TOOLS-TASK-STRATEGY APPROACH.
CHAPTER 10 MATHEMATICS LEARNING THROUGH THE USE OFTECHNOLOGY 199
AMY M SMITH, PINK SKY EDUCATION, USA AMY R GENTRY, SHELBY COUNTY
SCHOOLS, USA SALLY BLAKE, FLAGLER COLLEGE, USA
TECHNOLOGY CAN CAPTURE YOUNG CHILDREN S ATTENTION, MOTIVATE THEM, AND
HELP THEM CONSTRUCT EARLY MATHEMATICS CONCEPTS IN MEANINGFUL WAYS. THIS
CHAPTER EXAMINES THE NATURE OF CHILDREN S MATHEMATICS LEARNING AND HOW
TECHNOLOGY CAN SUPPORT LEAMING ON THREE LEVELS: (A) A TEACHER
INFORMATION RESOURCE; (B) TEACHING SUPPORT; AND (C) THE LEAMING PROCESS
FOR CHILDREN. IT PROVIDES A DESCRIPTION OFHOW TECHNOL-
OGY TOOLS, WHEN CONNECTED TO SOUND INQUIRY-BASED PEDAGOGY AND FORMATIVE
ASSESSMENT, CAN FACILITATE LEARNING IN TODAY S INCREASINGLY
TECHNOLOGICAL WORLD. CONSIDERATIONS FOR FUTURE RESEARCH AS WEIL AS A
LIST OF RELEVANT, PRACTICAL RESOURCES FOR TEACHERS TO EXPERIMENT WITH IN
THEIR OWN C1ASSROOMS ARE INCLUDED.
CHAPTER 11 TECHNOLOGY FOR YOUNG CHILDREN WITH SPECIAL NEEDS 222
SARA C. BICARD, UNIVERSITY 0/ MEMPHIS, USA DAVID F BICARD, UNIVERSITY 0/
MEMPHIS, USA
CHILDREN COME TO EARLY CHILDHOOD PROGRAMS WITH A WIDE RANGE OF LEAMING
ABILITIES, LANGUAGES, CULTURAL BACKGROUNDS, AND EDUCATIONAL EXPERIENCES.
MOST C1ASSROOMS ALSO INCLUDE CHILDREN WITH SPECIAL NEEDS OR EXCEPTIONAL
CHILDREN, WHO DIFFER FROM THESE TYPICAILY DEVELOPING CHILDREN TO SUCH A
DEGREE THAT AN INDIVIDUALIZED PROGRAM OF ADAPTED, SPECIALIZED EDUCATION
IS REQUIRED TO MEET THEIR NEEDS (HEWARD, 2009).
THIS CHAPTER PROVIDES A FRAMEWORK FOR THE USE OFTECHNOLOGY TO ASSIST
THESE EXCEPTIONAL CHILDREN IN EARLY CHILDHOOD AND PRIMARY LEVEL
C1ASSROOMS.
IMAGE 8
SECTION 4
BRIDGING THE GAP BETWEEN POLICY AND PRACTICE
CHAPTER 12 BRIDGING THE GAP BETWEEN POLICY AND IMPLEMENTATION: PRESCHOOL
EDUCATION IN MEXICO, LATIN AMERICA AND SPAIN 242
JORGE LOPEZ, UNIVERSITY OFTEXAS AT EI PASO, USA
THE LAST DECADE BROUGHT MAJOR CHANGE TO THE MEXICAN EDUCATIONAL SYSTEM
AS SWEEPING REFORMS ACROSS ALL LEVELS WERE IMPLEMENTED. IN PARTICULAR
THE EARLY YEARS OF EDUCATION BECAME THE FOCUS OF LEGISLATION TO INCREASE
QUALITY, OPEN ACCESS, AND IMPROVE CURRICULUM. MEXICO CAPTURED
INTERNATIONAL ATTENTION WHEN IT BECAME THE FIRST COUNTRY TO MAKE IT
OBLIGATORY FOR THE STATE TO PROVIDE PRE-SCHOOL EDUCATION SERVICES
FOR CHILDREN 3 TO 6 YEARS OF AGE AND REQUIRED PARENTS TO SEE THAT THEIR
CHILDREN ATTEND A PUBLIC OR PRIVATE PRE-SCHOOL. THIS CHAPTER EXPLORES
THE GAP BETWEEN POLICY AND IMPLEMENTATION OF EARLY CHILDHOOD AND
TECHNOLOGY REFORM. THIS SWEEPING REFORM IS ONE OFTHE FIRST INTERNATIONAL
ATTEMPTS TO SUPPORT EARLY CHILDHOOD EDUCATION AT THIS LEVEL.
COMPILATION OF REFERENCES 261
ABOUT THE CONTRIBUTORS 290
INDEX 295
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| genre | (DE-588)4143413-4 Aufsatzsammlung gnd-content |
| genre_facet | Aufsatzsammlung |
| id | DE-604.BV039730613 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-10T00:09:55Z |
| institution | BVB |
| isbn | 9781613500590 9781613500613 |
| language | English |
| lccn | 2011026945 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-024578517 |
| oclc_num | 707264197 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | XXIV, 299 S. |
| publishDate | 2012 |
| publishDateSearch | 2012 |
| publishDateSort | 2012 |
| publisher | Information Science Reference |
| record_format | marc |
| series2 | Premier reference source |
| spelling | Technology and young children bridging the communication-generation gap Sally Blake, Denise Winsor, Lee Allen [editors] Hershey, PA Information Science Reference 2012 XXIV, 299 S. txt rdacontent n rdamedia nc rdacarrier Premier reference source "This book presents the view that beliefs, history, research, and policy are essential to changing the educational system with technology"--Provided by publisher. Includes bibliographical references and index Educational technology Internet in education Computers and children Computerunterstützter Unterricht (DE-588)4070087-2 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Computerunterstützter Unterricht (DE-588)4070087-2 s DE-604 Blake, Sally Sonstige oth Erscheint auch als Online-Ausgabe 978-1-61350-060-6 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024578517&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Technology and young children bridging the communication-generation gap Educational technology Internet in education Computers and children Computerunterstützter Unterricht (DE-588)4070087-2 gnd |
| subject_GND | (DE-588)4070087-2 (DE-588)4143413-4 |
| title | Technology and young children bridging the communication-generation gap |
| title_auth | Technology and young children bridging the communication-generation gap |
| title_exact_search | Technology and young children bridging the communication-generation gap |
| title_full | Technology and young children bridging the communication-generation gap Sally Blake, Denise Winsor, Lee Allen [editors] |
| title_fullStr | Technology and young children bridging the communication-generation gap Sally Blake, Denise Winsor, Lee Allen [editors] |
| title_full_unstemmed | Technology and young children bridging the communication-generation gap Sally Blake, Denise Winsor, Lee Allen [editors] |
| title_short | Technology and young children |
| title_sort | technology and young children bridging the communication generation gap |
| title_sub | bridging the communication-generation gap |
| topic | Educational technology Internet in education Computers and children Computerunterstützter Unterricht (DE-588)4070087-2 gnd |
| topic_facet | Educational technology Internet in education Computers and children Computerunterstützter Unterricht Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024578517&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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