Page: 249-264 Author: MURCIA, K., CAMPBELL, C., ARANDA, G. Key words: digital technology, tangible coding technologies, early childhood education, teacher training, pedagogy
This literature-based article explores key trends in the integration of digital technologies in education and aims to highlight issues and challenges in the relationship between technology, pedagogy and early years’ education practices. The article explores how technology, teacher training initiatives and productive play-based pedagogy could be used to improve digital literacy outcomes for early childhood learners. While situated within the Australian context, more global literature is also reviewed to provide an international perspective. This review of trends in the integration of digital technologies in education is timely due to the national and international focus on STEM (Science, Technology, Engineering and Mathematics) education, arguably for economic sustainability and the quality standards expected in early childhood education. The role of digital technologies in early childhood is increasingly discussed and negotiated in learning centres. Educators are wanting support in understanding how young children can be creators of technology rather than simply being consumers of digital products.
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