Vivian Maria Vasquez, Bryan Woods, Carol Branigan Felderman

Technology and Critical Literacy in Early Childhood

• Gebundenes Buch

Produktbeschreibung

Now in its second edition, this popular text explores classrooms where technology and critical literacies are woven into childhood curricula and teaching. Using real-world stories, it addresses what ICTs afford critical literacy with young children, and how new technologies can be positioned to engage in meaningful and authentic learning.

Produktdetails

• Verlag: Taylor & Francis Ltd (Sales)
• 2nd edition
• Seitenzahl: 156
• Erscheinungstermin: 6. Mai 2022
• Englisch
• Abmessung: 229mm x 152mm x 11mm
• Gewicht: 381g
• ISBN-13: 9780367026493
• ISBN-10: 036702649X
• Artikelnr.: 60006996

Autorenporträt

Vivian Maria Vasquez is Professor in the School of Education, at American University, USA. Bryan Woods is an Elementary School Educator and teacher researcher with Peel District School Board, in Ontario, Canada. Carol Branigan Felderman currently teaches first grade with the Falls Church City Public Schools in Falls Church, Virginia, USA.

Inhaltsangabe

Introduction
Mapping out the Terrain of This Book
Pedagogical Features
1 Setting a Context for Exploring Critical and
Media Literacies Using Technology
Differential Access and Connectivity
New Technologies as Tools for Engaging in Critical Literacy Work
Key Aspects of Critical Literacy
Who We Are
Extending Children's Repertoire of Literacy and Communications Practices
New Technologies Does Not Equal Critical Literacy
PART ONE
One Teacher's Journey
Subtle and Explicit Uses of Technology
Re-Designing My Little Pony
Using Technology as a Teaching and Communicative Tool
2 Building Relationships Between Home and School With the Use of Technology
Teaching and Learning with Pre-K and K Children: The First Month
Establishing a Home/School Partnership Through Documenting and Sharing
Learning
3 Beginning With Coming Together as a Community to Create Spaces for
Critical Literacy
Hello My Names Are/ Hello My Names Are Not
Names Are Not Just Names
Seamlessly Creating a Generative Curriculum
4 Reading With Text and Against Text With Young Children
Reading With the Text
Reading Against the Text
I'm Glad I'm a Boy! I'm Glad I'm a Girl!
Reading With and Against Froodle
Discussing Froodle
Lessons from Kushi
5 Working With Multimedia Text and Technology
Layered Response to a Multimedia Text
Where Was Their Home?
Gloves for the Homeless
PART TWO
Further Insights into Teaching with Technology
6 Yes We Can!: Using Technology as a Tool for Social Action
Building From Children's Inquiry Questions
Travel Trunks: Using the Internet as Text and Tool
Creating Space for Social Action
7 Our Families Don't Understand English!
What Is a Podcast?
Creating 100% Kids
Introducing Subrina
Exclusion and Inclusion
Negotiating Identities/Growing Literacies
Creating New Spaces for Participation
The Final Show
Children's Construction of Identity
8 What About Antarctica?
Reading the Clustr Map
Further Explorations
The 100% Kids Clustr Map
Columbia Gets a Dot
9 The Tomato Trials
Backbreaking Work?
Critically Reading the Web
The Trials Begin
Tomato Trial Findings
In Retrospect
10 Desires, Identities, and New Communication Technologies
Meaningful and Sustained Learning
Learning From Our Students

---

Introduction

Mapping out the Terrain of This Book



Pedagogical Features



1 Setting a Context for Exploring Critical and

Media Literacies Using Technology



Differential Access and Connectivity

New Technologies as Tools for Engaging in Critical Literacy Work

Key Aspects of Critical Literacy

Who We Are

Extending Children's Repertoire of Literacy and Communications Practices

New Technologies Does Not Equal Critical Literacy



PART ONE

One Teacher's Journey

Subtle and Explicit Uses of Technology

Re-Designing My Little Pony

Using Technology as a Teaching and Communicative Tool

2 Building Relationships Between Home and School With the Use of Technology



Teaching and Learning with Pre-K and K Children: The First Month

Establishing a Home/School Partnership Through Documenting and Sharing Learning



3 Beginning With Coming Together as a Community to Create Spaces for Critical Literacy



Hello My Names Are/ Hello My Names Are Not

Names Are Not Just Names

Seamlessly Creating a Generative Curriculum



4 Reading With Text and Against Text With Young Children



Reading With the Text

Reading Against the Text

I'm Glad I'm a Boy! I'm Glad I'm a Girl!

Reading With and Against Froodle

Discussing Froodle

Lessons from Kushi



5 Working With Multimedia Text and Technology



Layered Response to a Multimedia Text

Where Was Their Home?

Gloves for the Homeless



PART TWO

Further Insights into Teaching with Technology

6 Yes We Can!: Using Technology as a Tool for Social Action



Building From Children's Inquiry Questions

Travel Trunks: Using the Internet as Text and Tool

Creating Space for Social Action



7 Our Families Don't Understand English!



What Is a Podcast?



Creating 100% Kids

Introducing Subrina



Exclusion and Inclusion

Negotiating Identities/Growing Literacies

Creating New Spaces for Participation

The Final Show

Children's Construction of Identity



8 What About Antarctica?



Reading the Clustr Map

Further Explorations

The 100% Kids Clustr Map

Columbia Gets a Dot



9 The Tomato Trials



Backbreaking Work?

Critically Reading the Web

The Trials Begin

Tomato Trial Findings

In Retrospect



10 Desires, Identities, and New Communication Technologies



Meaningful and Sustained Learning

Learning From Our Students