SPECIAL ISSUE: Technologies for teaching in Early Childhood Education

08-02-2021

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PRESENTATION

There is no doubt about the importance of the use of ICT in school, from the stage of Early Childhood Education over the last few years, as can be seen if we look at the growing number of scientific publications produced (Burnett, 2010; Drigas & Kokkalia, 2014; González-González et al., 2019; Mantilla & Edwards, 2019; Romero-Tena et al., 2020; Siraj Blatchford & Romero Tena, 2017). The reasons are multiple, ranging from their use as powerful didactic resources, or the motivation that their use generates, to the verification of a generalized social presence, to which the school cannot turn its back (Yelland, 2005; Konka & Kosalan , 2017). All of this highlights the need for digital literacy to be worked in Early Childhood Education to ensure that children go from mere consumers of digital products to creators of digital information (Murcia, et al., 2018).

It is also worth highlighting the numerous studies that address both uses (Romero-Tena, et al., 2020) and attitudes towards ICT (Preradović, et al., 2017), as well as the digital competence of teachers (Casillas et al. , 2020). In this tour, it is also advisable to pay attention to the use of teaching methodologies and strategies used in situations enriched with technology, such as project-based learning and game-based learning and gamification among others, which come to emphasize the need to emphasize, even more if possible, in the pedagogical dimension of the use of technologies in this educational stage. Finally, we must not forget the important impact that educational robotics and computational thinking is having as a resource and curricular strategy at this stage (Romero-Tena & Romero-González, 2020; Sánchez-Vera, 2020).

This monographic volume tries to respond to interest aroused, calling for the presentation of research and innovative experiences around the different topics addressed.

Key Words: Early Childhood Education, Curricular integration of ICT, digital literacy, teachers

Descriptors:

  • Curricular integration of ICT in Early Childhood Education (0 - 6 years)
  • Organization of ICT in the Early Childhood Education stage
  • Innovative experiences with digital devices in the classroom
  • Digital competence of Early Childhood Education teachers
  • Attitudes of Early Childhood Education teachers
  • Methodologies and strategies in technology-enhanced environments in Early Childhood Education
  • Families and ICT in early childhood

Important deadlines:

  • Submission deadline: April 30, 2021
  • Publication of the issue: June 2021

 

Profile of the editors:

Santos Urbina is a professor at the University of the Balearic Islands and a collaborating researcher with the Research Group on Childhood, Technology, Education and Diversity (GITED) of the Institute for Research and Educational Innovation (IRIE) of the University of the Balearic Islands.

Isabel Solano is a professor at the University of Murcia and a researcher at the Educational Technology Research Group (GITE) at the University of Murcia

 

GUIDELINES FOR AUTHORS AND SUBMISSION OF CONTRIBUTIONS

We welcome original contributions, written in English or Spanish that thoughtfully engage:

  • Research projects reports, extension of 5000-6000 words.
  • Innovation experiences scientifically reviewed and susceptible of being transferred to other contexts and situations, extension of 5000-6000 words.
  • Essays and systematic literature reviews, extension of 5000-6000 words.

Manuscripts must be sent through the journal management system selecting  [Special issue: Technologies for teaching in Early Childhood Education]: http://www.edutec.es/revista/

Publication rules: manuscripts must be submitted following the regular structure of the EDUTEC-E journal available at: http://www.edutec.es/revista/

Last call for the reception of manuscripts: 30 of Aprin 2021

Editorial process: Submitted manuscripts will be under revision following established criteria for published manuscripts (editorial board and blind review). Once the Editorial Board has completed all the admission procedures, authors will receive anonymous scientific evaluation reports informing on their acceptance or rejection. More information about the review process and its communication is available at: http://www.edutec.es/revista/

Quality Index: EDUTEC journal is indexed in the main databases, directories and evaluation systems of specialized journals. More information about indexations is available at:  https://edutec.es/revista/index.php/edutec-e/indexacion

 

References

Burnett, C. (2010), Technology and literacy in early childhood educational settings: A review of research, Journal of Early Childhood Literacy, 10(3), 247–270. https://doi.org/10.1177%2F1468798410372154

Casillas Martín, S., Cabezas González, M., & García Peñalvo, F. J. (2020). Digital competence of early childhood education teachers: attitude, knowledge and use of ICT. European Journal of Teacher Education, 43(2), 210-223. https://doi.org/10.1080/02619768.2019.1681393

Drigas, A., & Kokkalia, G. (2014). ICTs in Kindergarten. International Journal of Emerging Technologies in Learning, 9(2), 52-58. http://dx.doi.org/10.3991/ijet.v9i2.3278

González-González, C.S, Guzmán-Franco, M.D., e Infante-Moro, A. (2019). Tangible Technologies for Childhood Education: A Systematic Review. Sustainability, 11 (2910), 1-15. https://doi.org/10.3390/su11102910.

Konca, A. S., & Koksalan, B. (2017). Preschool Children's Interaction with ICT at Home. International Journal of Research in Education and Science, 3(2), 571-581. https://doi.org/10.21890/ijres.328086.

Mantilla, A., & Edwards, S. (2019). Digital technology use by and with young children: A systematic review for the Statement on Young Children and Digital Technologies. Australasian Journal of Early Childhood, 44(2), 182-195. https://doi.org/10.1177/1836939119832744

Murcia, K., Campbell, C., & Aranda, G. (2018). Trends in Early Childhood Education Practice and Professional Learning with Digital Technologies. Pedagogika, 68(3), 249–264. https://doi.org/10.14712/23362189.2018.858

Preradović, N. M., Lešin, G., & Boras, D. (2017). The role and attitudes of kindergarten educators in ICT-supported early childhood education. TEM Journal, 6(1), 162-172. https://www.ceeol.com/search/article-detail?id=498371

Romero-Tena, R., Lopez-Lozano, L., & Gutierrez, M. P. (2020). Types of Use of Technologies by Spanish Early Childhood Teachers. European Journal of Educational Research, 9(2), 511-522. https://doi.org/10.12973/eu-jer.9.2.511

Romero-Tena, R., & Romero-González, A. (2020). Aprendizaje con robótica del patrón AB en niños de 3 años. Edutec. Revista Electrónica De Tecnología Educativa, (72), 54-67. https://doi.org/10.21556/edutec.2020.72.1579.

Sánchez-Vera, M.M. (2020). La robótica, la programación y el pensamiento computacional en la Educación Infantil. Infancia, Educación y Aprendizaje (IEYA), 7 (1), 209-234. https://doi.org/10.22370/ieya.2021.7.1.2343

Siraj Blatchford, J., & Romero Tena, R. (2017). De la aplicación a la participación activa de las TIC en Educación Infantil. Píxel-Bit. Revista De Medios Y Educación, (51), 165-181. https://doi.org/10.12795/pixelbit.2017.i51.11

Yelland, N. (2005). The future is now: A review of the literature on the use of computers in early childhood education (1994-2004). AACE Journal, 13(3), 201-232. https://www.learntechlib.org/primary/p/6038/