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This chapter explores the potential of iPads in playgroups for engaging families in young children’s learning. It takes a sociocultural view of children’s learning in the playgroup context where iPads were introduced in ways that encouraged interactions between children, parents and playgroup facilitators. In this chapter we refer to findings from out research with parents about their perspectives of children’s early learning experiences with digital technologies, including iPads in supported playgroups. We conclude with some recommendations to inform further conversations with families about children’s engagement with technology in contemporary times.


Institute for Learning Sciences and Teacher Education

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Book Chapter

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