Handbook of Language and Literacy Development - a Roadmap from 0 to 60 Months

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references

Children And Computers (30-60 months)click to print Print


AAUW. (2000). Tech savvy: Educating girls in the new computer age. Washington, DC: AAUW Educational Foundation Research.

American Academy of Pediatrics. (2001). Children, adolescents and television. Pediatrics, 107(2), 423-426

Abrami, P., Savage, R., Wade, A.C., Hipps, G. Lopez, M. (2008). Using technology to assist children learning to read and write. In Willoughby, T. & Wood, E. (Eds.) (2008). Children learning in a digital world: Opportunities and challenges. Blackwell: Oxford, London.

Anderson, D. & Pempek, T. (2005). Television and very young children. American Behavioral Scientist, 45(5), 505-522.

Bergin, D. A., Ford, M. E., & Hess, R. D. (1993). Patterns of motivation and social behavior associated with microcomputer use of young children. Journal of Educational Psychology, 85(3), 437-445.

Blok, H., Oostdam, R., Otter, M. E., & Overmaat, M. (2002). Computer-assisted instruction in support of beginning reading instruction: A review. Review of Educational Research, 72, 101-130.

Calvert, S., Rideout, V., Woolard, J., Barr, R. & Strouse, G. (2005a). Age, ethnicity, and socioeconomic patterns in early computer use. American Behavioral Scientist, 48(5), 590-607.

Calvert, S., Strong, B. & Gallagher, L. (2005b). Control as an engagement feature for young children’s attention to and learning of computer content. American Behavioral Scientist, 48(5), 578-589.

Clements, D.H. (1999). Effective use of computers with young children. In J.V. Copely (Ed.) Mathematics in the Early Years (pp119-128). Reston, Virginia, National Council of Teachers of Mathematics.

Cole, J & Hilliard, V. (2006). The effects of web-based reading curriculum on children’s reading performance and motivation. Journal of Educational Computing research, 34(4), 353-380.

Espinosa, L., Laffey, J., Whittaker, T., & Sheng, Y. (2006). Technology in the home and the achievement of young children: Findings from the early childhood longitudinal study. Early Education and Development, 17(3), 421-441.

Finlayson, H., & Cook, D. (1998). The value of passive software in young children’s collaborative work. In M. Monteith (Ed.), IT for learning enhancement (pp. 106-120). New York: Taylor & Francis.

Fitzpatrick, H., & Hardman, M. (1994). Gender and the classroom computer: Do girls lose out. In H. Foot, C. Howe, A. Anderson, A., Tolmie, & D. Warden (Eds.), Group and interactive learning (pp. 47-52). Southampton: Computational Mechanics Publication.

Fitzpatrick, H., & Hardman, M. (2000). Primary school children’s collaboration: Task presentation and gender issues. European Journal of Psychology of Education, XV, 375-387.

Gee, J. (2008). Good videogames, the human mind, and good learning. In Willoughby, T. & Wood, E. (Eds.) (2008). Children learning in a digital world: Opportunities and challenges. Blackwell: Oxford, London.

Gentile, D. & Walsh, D. (2002). A normative study of family media habits. Applied Developmental Psychology, 23, 157-178.

Hawkins, J., Sheingold, K., Gearhart, M., & Berger, C. (1982). Microcomputers in schools: Impact on the social life of elementary classrooms. Journal of Applied Developmental Psychology, 3(4), 361-373.

Haughland, H., & Shade, D. (1988). Developmentally appropriate software for young children. Young Children, 43, 37-43.

Hooper, S. (2003). The effects of persistence and small group interaction during computer-based instruction. Computers in Human Behavior, 19, 211-220.

Kelly, K. & Shorger, J. (2001). “Let’s play puters”. Expressive language use at the computer centre. Information Technology in Childhood Education Annual, 12, 125-138.

King, J. & Alloway, N. (1992). Preschooler’s use of microcomputers and input devices. Journal of Educational Computing Research, 8(4), 451-468.

Ko, S. (2002). An empirical analysis of children’s thinking and learning in a computer game context, Educational Psychology, 22(2), 219-233.

Kulik, J.A. (2003). Effects of using instructional technology in elementary and secondary schools:What controlled evaluation studies say. Final Report. Arlington, VA: SRI International. Retrieved from http://www.sri.com/policy/csted/reports/sandt/it/Kulik_ ITinK-12_Main_Report.pdf

Lefever-Davis, S. & Pearman, C. (2005). Early readers and electronic texts: CD-ROM storybook features that influence reading behaviors. The Reading Teacher, 58(5), 446-454.

Livingstone, S. (2006). Drawing conclusions from new media research: Reflections and puzzles regarding children’s experience of the internet. The Information Society, 22(4), 219-230. http://eprints.lse.ac.uk/1015/

Muller, A. A., & Perlmutter, M. (1985). Preschool children’s problem solving interactions at computers and jigsaw puzzles. Journal of Applied Developmental Psychology, 6, 173-186.

Narrol, H. (1997). Computers, thinking and education. In M. Luther & Cole. E. Dynamic Assessment for Instruction: From Theory to Application. ON: Captus Press, 221-224.

Olofsson, A. (1992). Synthestic speech and computer aided reading for reading disabled children. Reading and Writing: An Interdisciplinary Journal, 4, 165-178.

Paterson, W., Henry, J., O’Quin, K., Ceprano, M., Blue, E. (2003). Investigating the effectiveness of an integrated learning system on early emergent readers. Reading Research Quarterly, 38(2), 172-207.

Podmore, V. N. (1991). 4-year-olds, 6-year-olds, and microcomputers: A study of perceptions and social behaviors. Journal of Applied Developmental Psychology, 12, 87-101.

Puolakanaho, A., Poikkeus, A.M., Ahonen, T., Tolvanen, A. &Lyytinen, H. (2003). Assessment of three-and-a-half year-old children’s emerging phonological awareness in a computer animation context. Journal of Learning Disabilites, 36(5), 416-423.

Reis, S. M. (1998). Work left undone: Compromises and challenges of talented females. Mansfield Center, CT: Creative Learning Press.

Sandberg, A. (2002). Preschool teachers’ conceptions of computers and play. Information Technology in Childhood Education Annual, 14, 245-262.

Scaife, M. & Bond, R. (1991). Developmental changes in children’s’ use of computer input devices. Early Child Development and Care, 69, 19-38.

Scanlon, E., Issroff, K., & Murphy, P. (1999). Collaborations in a primary classroom: Mediating science activities through new technology. In K. Littleton & P. Light (Eds.), Learning with computers: Analysing productive interaction (pp. 62-78). New York: Routledge.

Schofield, J. W. (1995). Computers and classroom culture. New York: Cambridge University.

Sivin-Kachala, J. & Bialo, E.R. (2000). Research report on the effectiveness of technology in schools (7th ed.). Software & Information Industry Association.

Specht, J., Wood, E., Willoughby, T. (2002). What early childhood educators want to know about computers. Canadian Journal of Learning and Technology, 28(1), 31-40.

Thomas, C. & Milan, S. (1987). Which input device should be used with interactive video? In H. Bullinger & B. Shackel (Eds.), Human Computer Interaction- Interract ’87, Elsevier: B.V. (North Holland).

Torgerson, C. J., & Elbourne, D. (2002). A systematic review and meta-analysis of the effectiveness of information and communication technology (ICT) on the teaching of spelling. Journal of Research in Reading, 25, 129-143.

Underwood, G., Jindal, N., & Underwood, J. (1994). Gender differences and effects of co-operation in a computer-based language task. Educational Research, 36(1), 63-74.

Underwood, J., & Underwood, G. (1999). Task effects on co-operative and collaborative learning with computers. In K. Littleton & P. Light (Eds.), Learning with computers  (pp. 10-232). New York: Routledge.

Underwood, J., Underwood, G., & Wood, D. (2000). When does gender matter? Interactions during computer-based problem solving. Learning and Instruction, 10, 447-462. 

US Census Bureau. (2005, October). Use of a computer at home, school, or work and the Internet at any location for people 3 to 17 years, by selected characteristics: October 2003 Source: U.S. Census Bureau, Current Population Survey, October 2003. Retrieved December 8, 2007 from http://www.census.gov/population/ www/socdemo/computer/2003.html.

Wartella, E., Vandewater, E., & Rideout, V. (2005). Introduction: Electronic media use in the lives of infants, toddlers, and preschoolers. American Behavioral Scientist, 48(5), 501-504.

Wentink, H., Van Bon, W. & Schreuder, R. (1997). Training of poor readers’ phonological decoding skills: Evidence for syllable-bound processing. Reading and Writing: An Interdisciplinary Journal, 9, 163-192.

Willoughby, T. & Wood, E. (Eds.) (2008). Children learning in a digital world: Opportunities and challenges. Blackwell: Oxford, London.

Wood, E., Specht, J., Willoughby, T., & Mueller, J. (2008). Integrating computer technology in early childhood environments: Issues raised by early childhood educators. Alberta Journal of Educational Research, 54(2), 210-226.

Wood, E., Willoughby, T., Schmidt, A., Porter, L., Specht, J., & Gilbert, J. (2004). Assessing the use of input devices for teachers and children in early childhood education programs. Information Technology in Childhood Education Annual, 287-309