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Session Type: Symposium
The increasing growth and usage of mobile devices, such as tablets and iPads, by young children has not yet been accompanied by systematic research about the effects they have on children's learning and the conditions that facilitate or hinder learning and engagement. As a result, only few empirically-based guidelines exist to guide parents, educators, and application (app) designers when choosing or designing apps for young children, often leading to non-evidence-based decisions, or the design of apps with little educational value. This symposium aims to bring together researchers from Australia, the UK and USA to discuss what evidence exist about the learning potential of mobile devices and apps for young children and how it could be used to inform relevant stakeholders.
Taming Technology: Evidence-Based Principles for App and e-Book Use - Brenna Hassinger-Das, Pace University; Jennifer M Zosh, The Pennsylvania State University - Brandywine; Rebecca Dore, University of Delaware; Roberta Michnick Golinkoff, University of Delaware; Kathy Hirsh-Pasek, Temple University
Making Sense of Personalization in Children's Literacy Apps and Digital Books - Natalia Kucirkova, University College London
Seven Years of Research: What We've Learned About Young Children and Mobile Devices at Schools - Garry Falloon, Macquarie University
Differences in Children's Affordance Awareness and Access Between Novice and Experienced Learners - Christina Watts Lommatsch, Utah State University; Patricia S. Moyer-Packenham, Utah State University; Kristy Litster, Utah State University
Using a Reading App to Teach Reading to Young Children With Autism - Maria A Kambouri, University College London
Young Children's Digital Play: Developing Online Resources to Support Parents and Professionals - Lydia Plowman, University of Edinburgh