Various studies outline the 'digital disconnect'that exists between the digital experiences that
children have with technologies at home and at school. It is however important to document …

Research into children's learning with digital technologies is represented by a growing body
of literature examining the relationship between home–school technological practices. A …

A digital disconnect perspective is founded on an assumption that technology use in the
home is frequent, creative and generative, and that technology use in the early childhood …

There is a limited literature on pre‐school children's experiences with digital technologies at
home and little discussion of the ways in which children harness these technologies for their …

The pervasiveness of technology in the 21st Century has meant that adults and children live
in a society where digital devices are integral to their everyday lives and participation in …

With digital technologies permeating young children's playrooms and homes, theorising
around pedagogy with technologies is now widely available (see Plowman and Stephen …

The consequences of children's engagement with digital technologies in educational
settings and at home has become a source of intense and often polarised debate. The …

This chapter will explore children's engagement with digital technologies in early childhood
educational settings. The traditional practices in early childhood education are often seen at …

Strategic deployment of the digital world in educational ecosystems inhabited by multilingual
children (4–6 years old), their teachers and their families is evolving in some communities …

Contemporary research suggests there are many missed opportunities for home and school
to work together to define and promote effective practices with digital technologies …