THE ROUTLEDGE INTERNATIONAL HANDBOOK OF LEARNING WITH TECHNOLOGY IN EARLY CHILDHOOD The Routledge International Handbook of Learning with Technology in Early Childhood focuses specifically on the most cutting-edge, innovative and international approaches in the study of children’s use of and learning with digital technologies. This edited volume is a comprehensive survey of methods in children’s technologies and contains a rich repertoire of studies from diverse fields and research, including both educational and developmental psychology, post-humanist literacy, applied linguistics, language and phenomenology and narrative approaches. For ease of reference, the Handbook’s 28 chapters are divided into four thematic sections: • introduction and opening reflections; • studies answering ontological questions, which theorize how children take on original identities in becoming literate with technologies; • studies answering epistemological questions, which focus on how children’s knowledge and learning are (co)constructed with a diverse range of technologies; • studies answering practice-related questions, which explore the resources and conditions that create the most powerful learning opportunities for children. Expertly edited, this interdisciplinary and international compendium is an ideal introduction to such a diverse, multi-faceted field. Natalia Kucirkova is Professor of Early Childhood Education and Development at University of Stavanger, Norway. Her research concerns innovative ways of supporting children’s book reading, digital literacy and exploring the role of personalization in early years. She has been commended for her engagement with teachers and parents at a national and international level. Jennifer Rowsell is Professor in the Department of Teacher Education and Canada Research Chair in Multiliteracies at Brock University, Canada. Her current research interests include applying multimodal, arts-based practices with youth across formal and informal contexts; expanding research methodologies and theories of literacy for digital, immersive and game-based research; and, longitudinal research with families examining ways that literacy and multimodal practices mediate identities. Garry Falloon is the Fairfax Foundation Chair in Education and Professor of Digital Learning in the Department of Educational Studies at Macquarie University, Australia. His research interests include mobile and online learning, digital learning in primary and middle schools, pedagogy and assessment in digitally supported innovative learning environments and educational research methods. THE ROUTLEDGE INTERNATIONAL HANDBOOK SERIES THE ROUTLEDGE INTERNATIONAL HANDBOOK OF EARLY CHILDHOOD PLAY (2017) Edited by Tina Bruce, Pentti Hakkarainen and Milda Bredikyte THE ROUTLEDGE INTERNATIONAL HANDBOOK OF EARLY LITERACY EDUCATION (2017) Edited by Natalia Kucirkova, Catherine E. Snow, Vibeke Grover and Catherine McBride THE ROUTLEDGE INTERNATIONAL HANDBOOK OF CRITICAL POSITIVE PSYCHOLOGY (2017) Edited by Nick Brown, Tim Lomas and Francisco Jose Eiroa-Orosa INTERNATIONAL HANDBOOK OF POSITIVE AGING (2017) Edited by Rachael E Docking and Jennifer Stocks ROUTLEDGE INTERNATIONAL HANDBOOK OF SCHOOLS AND SCHOOLING IN ASIA (2018) Edited by Kerry J. Kennedy and John Chi-Kin Lee ROUTLEDGE INTERNATIONAL HANDBOOK OF MULTICULTURAL EDUCATION RESEARCH IN ASIA PACIFIC (2018) Edited by Yun-Kyung Cha, Seung-Hwan Ham and Moosung Lee ROUTLEDGE INTERNATIONAL HANDBOOK OF FROEBEL AND EARLY CHILDHOOD PRACTICE (2019) Edited by Tina Bruce, Peter Elfer and Sacha Powell with Louie Werth THE ROUTLEDGE INTERNATIONAL HANDBOOK OF LEARNING WITH TECHNOLOGY IN EARLY CHILDHOOD (2019) Edited by Natalia Kucirkova, Jennifer Rowsell and Garry Falloon For more information about this series, please visit: www.routledge.com/Routledge-International- Handbooks-of-Education/book-series/HBKSOFED THE ROUTLEDGE INTERNATIONAL HANDBOOK OF LEARNING WITH TECHNOLOGY IN EARLY CHILDHOOD Edited by Natalia Kucirkova, Jennifer Rowsell and Garry Falloon First published 2019 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN and by Routledge 52 Vanderbilt Avenue, New York, NY 10017 Routledge is an imprint of the Taylor & Francis Group, an informa business © 2019 selection and editorial matter, Natalia Kucirkova, Jennifer Rowsell, and Garry Falloon; individual chapters, the contributors The right of Natalia Kucirkova, Jennifer Rowsell, and Garry Falloon to be identified as the authors of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging-in-Publication Data A catalog record for this book has been requested ISBN: 978-1-138-30816-9 (hbk) ISBN: 978-1-315-14304-0 (ebk) Typeset in Bembo by Apex CoVantage, LLC CONTENTS List of figures ix List of tables xi Notes on editors xii Notes on contributors xiii Foreword by Rosie Flewitt xxiii PART I Setting the scene 1 1 Introduction 3 Natalia Kucirkova, Jennifer Rowsell and Garry Falloon 2 Reflective conversations about research methods with children 18 Pam Whitty and Jennifer Rowsell 3 The pros and cons of using display capture technology for data collection with young children 30 Garry Falloon PART II Studies answering ontological questions 47 4 “Talk into my GoPro, I’m making a movie!”: using digital ethnographic methods to explore children’s sociomaterial experiences in the woods 49 Debra Harwood and Diane R. Collier v Contents 5 Transcultural approaches to literacy, learning, and play 62 Rahat Zaidi 6 Composing childhood cultures: ethnography upside down 74 Anne Haas Dyson 7 Researching a child’s embodied textual play 88 Kerryn Dixon and Hilary Janks 8 Social media, video data and heritage language learning: researching the transnational literacy practices of young children from immigrant families 107 Sumin Zhao 9 (Re)imagining multiliteracies research practices with post qualitative inquiry 127 Candace R. Kuby 10 Stacking stories as method: research in early years settings 143 Cathy Burnett and Guy Merchant PART III Studies answering epistemological questions 155 11 Researching young children’s play in the post-digital age: questions of method 157 Jackie Marsh 12 From cutting out to cutting with: a materialist reframing of action and multimodality in children’s play and making 170 Karen E. Wohlwend and Jaye Johnson Thiel 13 Researching in the iWorld: from home to beyond 182 Linda Laidlaw, Joanne O’Mara and Suzanna So-Har Wong 14 Young children’s home technology use: responsive qualitative methods for a sensitive topic 196 Joanne Orlando 15 The parent-child-app learning assemblage: scaffolding early childhood learning through app use in the family home 210 Donell Holloway, Leslie Haddon, Lelia Green and Kylie J. Stevenson vi Contents 16 This is the stuff that identities are made of: children learning with grandparents and other elders 219 Rachel Heydon and Xiaoxiao Du 17 Technologies, affordances, children and embodied reading: a case for interdisciplinarity 235 Anne Mangen, Trude Hoel and Thomas Moser 18 Materialities, multiliteracies and makerspaces: design-based experiments in teacher/researcher collaborations 248 Aspa Baroutsis and Annette Woods PART IV Studies answering practice-related questions 265 19 Research with children with special educational needs: a focus on Autism Spectrum Disorder 267 Melissa L. Allen and Shu Yau 20 Using mixed methods research with young children and their families in culturally, linguistically and socially diverse communities 280 Jim Anderson, Ann Anderson, Ji Eun Kim and Marianne McTavish 21 Student generated visual narratives: lived experiences of learning 294 Narelle Lemon 22 Arts-based methods 311 Linda Knight 23 Supporting children’s learning at home through smartphone apps for parents 324 Fiona Jelley, Kathy Sylva and Valeria Ortiz Villalobos 24 When technology met real-life experiences: science curriculum project with technology for low-income Latino preschoolers 338 Lena Lee 25 Reading in the digital age: lessons learned and future opportunities 349 Rebecca A. Dore, Jennifer M. Zosh, Brenna Hassinger-Das, Roberta Michnick Golinkoff and Kathy Hirsh-Pasek vii Contents 26 Head mounted, chest mounted, tripod or roaming? the methodological potentials of a GoPro camera and ontological possibilities for doing visual research with child participants differently 362 Lucy Caton and Abigail Hackett 27 Critical visual discourse analysis 377 Peggy Albers, Vivian Maria Vasquez, and Jerome C. Harste 28 Using tablet technology in preschool and early kindergarten for the identification of children at risk for reading difficulties 393 Sibylla Leon Guerrero, Ola Ozernov-Palchik, Michelle Gonzalez, Jennifer Zuk and Nadine Gaab Index 404 viii FIGURES 3.1 An example of an Innovative Learning Environment (Flexible Learning Space) from this study 31 3.2 Flexible learning spaces provide children with different workspace options 32 3.3a, b Top, the early display recorder showing finger placement (white spots) and the latest version (bottom) with Facecam recording 34 3.4 A typical Studiocode window showing timeline (bottom), coding framework (right) and sample video clip 36 3.5 Later versions of the screen recorder included a visible start/stop button 38 3.6 The Facecam captured children’s lengthy (and often silent) deliberations as they tried to solve problems 42 4.1 Still images of child’s GoPro video 50 4.2 Mike’s GoPro video data fragments 51 4.3 GoPro video clips of icy hill play 57 5.1 Sample letter inviting parent and community member participation 67 6.1 Ta’Von’s self-portrait with braids 75 7.1 Fairclough’s dimensions of discourse 91 7.2 Fairclough’s model with theory inserted relevant to this study 97 7.3 Leah’s artwork of children responding ‘No’ to Pigeon 98 7.4 Leah at work on a map 99 7.5 Pigeon and Duckling give the Princess something 100 7.6 The story of the stolen crown 100 7.7 Examples of Leah using body positions to represent emotions and movement 104 8.1 WeChat exchange: Let’s Play a Game 108 8.2 Conversational context: The Reunion Dinner 109 8.3 WeChat video ‘reports’: children’s language and literacy practices in Chinese 115 10.1 Look at our data 148 11.1 Arjun’s picture of his Hot Wheels cars in his bedroom 161 11.2 Still from Amy’s GoPro footage 165 12.1 Paper iPhone 175 ix