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International Journal of Applied Research
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ISSN Print: 2394-7500, ISSN Online: 2394-5869, CODEN: IJARPF

IMPACT FACTOR (RJIF): 8.4

Vol. 5, Issue 6, Part D (2019)

Computer literacy in childhood and basic education

Computer literacy in childhood and basic education

Author(s)
Chandana Dey
Abstract
During the last three years all Victorian state primary schools in Australia have been equipped with computers and Internet access for their students, following similar developments in the USA and England. Between 1989 and 1992, U.S. schools acquired 1.1 million computers; in 1995 the total reached around 5.8 million, about one computer for every nine students. This development has now reached the early childhood sector, kindergartens and preschools, as well as the childcare industry. Advertising a “fully computerized center” has become a means of attracting enrolments.
The paper begins by exploring the different assumptions about the role of digital texts that underpin the studies considered, identifying three loose categories of studies which position technology as: deliverer of literacy; site for interaction around texts; and medium for meaning-making. Following this, actor-network theory (Latour, 2005) is used to consider other ways that technology and children may be acting upon literacy in educational settings through recontextualizing meanings from other domains. The paper concludes by arguing that there is a need for more extensive exploratory research in this field, which considers how digital practices within educational settings relate to other dimensions of children’s literacy learning, in order to better understand how new technologies are and could be contributing to children’s literacy within educational settings. New ways.
Pages: 488-493  |  278 Views  61 Downloads
How to cite this article:
Chandana Dey. Computer literacy in childhood and basic education. Int J Appl Res 2019;5(6):488-493.
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