Technology and Pedagogy in Early Childhood Education: Guidance from Cultural-Historical-Activity Theory and Developmentally Appropriate Instruction

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Rivera, H., Galarza, S.L., Entz, S. & Tharp, R.G. (2002). Technology and Pedagogy in Early Childhood Education: Guidance from Cultural-Historical-Activity Theory and Developmentally Appropriate Instruction. Information Technology in Childhood Education Annual, 2002(1), 181-204. AACE.
Retrieved from http://www.editlib.org/p/10765.

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Journal Information

Information Technology in Childhood Education Annual
ISSN 1522-8185
Volume 2002, Issue 1, 2002
Association for the Advancement of Computing in Education (AACE)

More Information on ITCE

Authors

Héctor Rivera, Sheri Lyn Galarza, Susan Entz, Roland G. Tharp, University of California—Santa Cruz, United States

Abstract

Technology can facilitate a pedagogy-based on neo-Vygotskian sociocultural theory, and on developmentally appropriate instruction. This article reviews the basic principles of such a pedagogy, and then presents a detailed case study of one day's instruction in a preschool classroom, that is richly infused with a system employing digital photography, computer image manipulation, and color printing. This system situates instruction in the socio-cultural nexus of the students and their families and facilitates the effective pedagogy by the rapid and appealing communication and stimulation provided by technology.

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