Abstract
Drawing on data from preschools in Australia and the United States, the authors highlight strategies to help teachers demystify the process of engaging young learners with tangible technologies and showcase how robotic manipulatives serve as catalysts for peer collaboration, socio–emotional development, and creative problem solving.
Original language | English (US) |
---|---|
Pages (from-to) | 78-84 |
Number of pages | 7 |
Journal | Kappa Delta Pi Record |
Volume | 55 |
Issue number | 2 |
DOIs | |
State | Published - Apr 3 2019 |
Externally published | Yes |
Keywords
- digital play
- early childhood
- tangible technology
ASJC Scopus subject areas
- Education