This paper outlines the results a three year national research project which investigated a pedagogy for multiliteracies and ICT in early childhood education in disadvantaged communities. The results of the study indicated that the integration of ICT and a multiliteracies framework enabled teachers in preschools and the first year of school to build on the strengths and lived experiences of children to plan for effective learning outcomes and support the positive transition to school.
|Keywords:||Multiliteracies, ICT, Pedagogy, Early Years, Transition to School|
Senior Lecturer in Early Childhood Education, School of Education, ACU National, Strathfield, New South Wales, Australia
Senior Lecturer, School of Education, Murdoch University, Murdoch, Western Australia, Australia
Executive Director, EDPartnerships International, Melbourne, Victoria, Australia
Professor, Hong Kong Institute of Education New Territories, Hong Kong, Hong Kong
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