Abstract
The rise of mobile media over recent years has brought promise and potential for children’s learning and development. With new—and often highly interactive—ways for children to engage with digital media and technology, as well as the ability to engage anywhere at anytime, mobile media is providing new and different opportunities unavailable with prior technologies. At the same time, these novel opportunities have led to more questions regarding the developmental appropriateness of digital media and technology, as well as how to best leverage the novel features of mobile media (e.g., touchscreens, anywhere/anytime engagement) to support young children’s learning and development. What has not changed, however, is the foundational importance of understanding not just whether and how children engage with mobile media but the content and context of that engagement. Indeed, emerging technologies afford new types of content (e.g., interactive) and contexts (e.g., mobile media can be taken anywhere), and have shifted traditional notions of screens and screen time. This chapter explores how new content and contexts afforded by mobile media fit into the daily lives of children and their influence on children’s learning and development.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Ahlers-Schmidt, C. R., Chesser, A. K., Nguyen, T., Brannon, J., Hart, T. A., Williams, K. S., & Wittler, R. R. (2012). Feasibility of a randomized controlled trial to evaluate text reminders for immunization compliance in kids (TRICKs). Vaccine, 30(36), 5305–5309.
Aladé, F., Lauricella, A. R., Beaudoin-Ryan, L., & Wartella, E. (2016). Measuring with Murray: Touchscreen technology and preschoolers’ STEM learning. Computers in Human Behavior, 62, 433–441.
Alam, K. M., Rahman, A., & El Saddik, A. (2013). Mobile haptic e-book system to support 3D immersive reading in ubiquitous environments. ACM Transactions on Multimedia Computing, Communications, and Applications, 9(4).
American Academy of Pediatrics, Committee on Public Education. (1999). Media education. Pediatrics, 104, 341–343.
American Academy of Pediatrics. (2011). Media use by children younger than 2 years. Pediatrics, 128(5), 1–6. doi:10.1542/peds.2011-1753.
American Academy of Pediatrics. (2013). Children, adolescents, and the media. Pediatrics, 132(5), 958–961. doi:10.1542/peds.2013-2626.
American Academy of Pediatrics. (2015). Growing up digital: Media research symposium. Washington, DC: Author. Retrieved from https://aap.org/en-us/Documents/digital_media_symposium_proceedings.pdf.
Anderson, D., & Pempek, T. (2005). Television and very young children. American Behavioral Sciences, 48(5), 505–522. doi:10.1177/0002764204271506.
Ball, S., & Bogatz, G. (1970). The first year of Sesame Street: An evaluation. Princeton, NJ: Educational Testing Service.
Barr, R., Zack, E., Muentener, P., & Garcia, A. (2008). Infants’ attention and responsiveness to television increases with prior exposure and parental interaction. Infancy, 13, 3–56. doi:10.1080/15250000701779378.
Barron, B., Martin, C. K., Takeuchi, L., & Fithian, R. (2009). Parents as learning partners in the development of technological fluency. International Journal of Learning and Media, 1(2), 55–77.
Beschorner, B., & Hutchison, A. (2013). iPads as a literacy teaching tool in early childhood. International Journal of Education in Mathematics, Science and Technology, 1(1), 16–24.
Bigelow, K. M., Carta, J. J., & Lefever, J. (2008). Txt u ltr: Using cellular phone technology to enhance a parenting intervention for families at risk for neglect. Child Maltreatment, 13(4), 362–367.
Bigelow, K. M., Lefever, J. B., Carta, J. J., & Borkowski, J. (2013). Enhancing parent engagement and program completion in a home visiting parenting intervention through the use of cellular phones. Dialog, 16(1), 172–177.
Blackwell, C. K. (2013). Teacher practices with mobile technology: Integrating iPads into the early childhood classroom. Journal of Education Research, 7(4), 1–25.
Blackwell, C. K. (2015). iPads in Kindergarten: The effect of tablet computers on young children’s academic achievement. San Juan, Puerto Rico: International Communication Association.
Blackwell, C. K., Wartella, E., Lauricella, A. R., & Robb, M. (2015). Technology in the lives of educators and early childhood programs: Trends in access, use, and professional Development from 2012 to 2014. Evanston, IL: Northwestern University.
Blanchard, J. (1998). The family-school connection and technology. Paper presented at the Families, Technology, and Education Conference, Chicago, IL.
Bushman, B. J., & Huesmann, R. (2006). Short-term and long-term effects of violent media on aggression in children and adults. Archieves of Pediatrics & Adolescent Medicine, 160, 348–352.
Chera, P., & Wood, C. (2003). Animated multimedia ‘talking books’ can promote phonological awareness in children beginning to read. Learning and Instruction, 13(1), 33–52. doi:10.1016/s0959-4752(01)00035-4.
Chiong, C., Ree, J., Takeuchi, L., & Erickson, I. (2012). Print books vs. e-books: Comparing parent-child co-reading on print, basic, and enhanced e-book platforms. New York, NY: The Joan Ganz Cooney Center. Retrieved from http://www.joanganzcooneycenter.org/wp-content/uploads/2012/07/jgcc_ebooks_quickreport.pdf.
Chiong, C., & Schuler, C. (2010). Learning: Is there an app for that? Investigations of young children’s usage and learning with mobile devices and apps. New York, NY: The Joan Ganz Cooney Centre at Sesame Workshop. http://pbskids.org/read/ files/cooney_learning_apps.pdf.
Chou, C. C., Block, L., & Jesness, R. (2012). A case study of mobile learning pilot project in K 12 schools. Journal of Educational Technology Development and Exchange, 5(2), 11–26.
Ciampa, K. (2012). Improving grade one students’ reading motivation with online electronic storybooks. Educational Media and Hypermedia, 21(1), 5–28.
Ciampa, K. (2014). Learning in a mobile age: an investigation of student motivation. Journal of Computer-Assisted Learning, 30(1), 82–96.
Cingel, D., Blackwell, C. K., Connell, S., & Piper, A. (2015). Touch-and-feel e-Books: Understanding surface haptics for children’s tablet-based experiences. Proceedings of IDC 2015, Boston, MA (pp. 295–298).
Colombo, L., & Landoni, M. (2014). A diary study of children’s user experience with ebooks using Flow Theory as a framework. In Proceedings of ICD 2014 (pp. 135–144).
Connell, S., Lauricella, A., & Wartella, E. (2015). Parental co-use of media technology with their young children in the USA. Journal of Children and Media, 9(1), 5–21. doi:10.1080/17482798.2015.997440.
Couse, L. J., & Chen, D. W. (2010). A tablet computer for young children? Exploring its viability for early childhood education. Journal of Research on Technology in Education, 43(1), 75–98.
Crescenzi, L., Jewitt, C., & Price, S. (2014). The role of touch in preschool children’s learning using iPad versus paper interaction. Australian Journal of Language and Literacy, 37(2), 86–95.
De Jong, M., & Bus, A. (2002). Quality of book-reading matters for emergent readers: An experiment with the same book in a regular or electronic format. Journal of Educational Psychology, 94(1), 145–155.
De Jong, M., & Bus, A. (2003). How well suited are electronic books to supporting literacy? Journal of Early Childhood Literacy, 3(2), 147–164.
De Jong, M., & Bus, A. (2004). The efficacy of electronic books in fostering kindergarten children’s emergent story understanding. Reading Research Quarterly, 39(4), 378–393.
DeLoache, J. S., Chiong, C., Sherman, K., Islam, N., Vanderborght, M., Troseth, G. L., … O’Doherty, K. (2010). Do babies learn from baby media. Psychological Science, 21(11), 1570–1574. doi:10.1177/0956797610384145.
Dewey, J. (1902). The child and the curriculum. Chicago, IL: University of Chicago Press.
Doty, D. E., Popplewell, S. R., & Byers, G. O. (2001). Interactive CD-ROM storybooks and young readers’ reading comprehension. Journal of Research on Computing in Education, 33(4), 374.
Evans, W. D., Wallace, J., & Snider, J. (2012). Pilot evaluation of the text4baby mobile health program. BMC Public Health, 12(1), 1031.
Falloon, G. (2013). Young students using iPads: App design and content influences their learning pathways. Computers & Education, 68, 505–521. doi:10.1016/j.compedu.2013.06.006.
Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta analysis. Educational Psychology Review, 13(1), 1–22.
Fenstermacher, S. K., Barr, R., Salerno, K., Garcia, A., Shwery, C. E., Calvert, S. L., & Linebarger, D. L. (2010). Infant-directed media: An analysis of product information and claims. Infant & Child Development, 19, 557–576.
Fidler, A., Zack, E., & Barr, R. (2010). Television viewing patterns in 6- to 18-month-olds: The role of caregiver-infant interactional quality. Infancy, 15, 176–196. doi:10.1111/j.1532-7078.2009.00013.x.
Friedrich, L. K., & Stein, A. H. (1973). Aggressive and prosocial television programs and the natural behavior of preschool children. Monographs of the Society for Research in Child Development, 38, 1–64.
Garner, R. (2015, January 19). Top head says money spent by schools on ‘fad’ iPads could have funded 8,000 teachers. The Independent. Retrieved from http://www.independent.co.uk/news/education/education-news/top-head-says-money-spent-by-schools-on-fad-ipads-could-have-funded-8000-teachers-9986673.html.
Garrison, M., & Christakis, D. A. (2005). A teacher in the living room? Educational media for babies, toddlers, and preschoolers. Menlo Park, CA: Kaiser Family Foundation.
Gazmararian, J. A., Elon, L., Yang, B., Graham, M., & Parker, R. (2013). Text4baby program: An opportunity to reach underserved pregnant and postpartum women? Maternal and Child Health Journal, 18(1), 223–232.
Geist, E. A. (2012). A qualitative examination of two-year-olds interaction with tablet based interactive technology. Journal of Instructional Psychology, 39(1), 26–35.
Gomez, F., Nussbaum, M., Weitz, J. F., Lopez, X., Mena, J., & Torres, A. (2013). Co-located single display collaborative learning for early childhood education. Computer-Supported Collaborative Learning, 8, 225–244. doi:10.1007/s11412-013-9168-1.
Gong, Z., & Levy, B. A. (2009). Four year old children’s acquisition of print knowledge during electronic storybook reading. Reading & Writing, 22, 889–905.
Guernsey, L. (2007). Screen Time: How electronic media—From baby videos to educational software—Affects your young child. Philadelphia, PA: Basic Books.
Guernsey, L. (2016). Who’s by their side? Questions of context deepen the research on children and media: Commentary on chapter 1. In R. Barr & D. N. Linebarger (Eds.), Media exposure during infancy and early childhood: The effects of content and context on learning and development. New York: Springer. doi:10.1007/978-3-319-45102-2_2.
Guernsey, L., Levine, M., Chiong, C., & Severns, M. (2012). Pioneering literacy in the digital wild west: Empowering parents and educators. Washington, DC: Campaign for Grade-Level Reading. Retrieved from http://www.joanganzcooneycenter.org/wp-content/uploads/2012/12/GLR_TechnologyGuide_final.pdf.
Henderson, S., & Yeow, J. (2012). iPad in education: A case study of iPad adoption and use in a primary school. Proceedings from the 45th Hawaii International Conference on Systems Science (pp. 78–87). Maui, HI: IEEE Computer Society.
Hill, N., Castellio, D., Lansford, J. E., Nowlin, P., Dodge, K. A., Bates, J. E., & Pettit, G. S. (2004). Parent-academic involvement as related school behavior, achievement, and aspirations: Demographic variations across adolescence. Child Development, 75, 1491–1509.
Hisrich, K., & Blanchard, J. (2009). Digital media and emergent literacy. Computers in the Schools, 26, 240–255.
Hipp, D., Gerhardstein, P., Zimmermann, L., Moser, A., Taylor, G., & Barr, R. (2016). The dimensional divide: Learning from TV and touchscreens during early childhood. In R. Barr & D. N. Linebarger (Eds.), Media exposure during infancy and early childhood: The effects of content and context on learning and development. New York: Springer. doi:10.1007/978-3-319-45102-2_3.
Horowitz, J. E., Sosenko, L. D., Hoffman, J. L. S., Ziobrowsky, J., Tafoya, A., Haagenson, A., & Hahn, S. (2006). Evaluation of the PBS ready to learn cell phone study: Learning letters with Elmo. Los Alamitos, CA: WestEd.
Hurwitz, L., Lauricella, A., Hanson, A., Raden, A., & Wartella, E. (2015). Supporting Head Start parents: Impact of a text message intervention on parent-child activity engagement. Early Child Development and Care. doi:10.1080/03004430.2014.996217.
Hurwitz, L., Lauricella, A., & Wartella, E. (2015). You get what you pay for: Educational quality of free and paid children’s apps. Paper presented at the International Communication Association, Puerto Rico, May 2015.
James, R. (1999). Navigating CD-ROMs: An exploration of children reading interactive narratives. Children’s Literature in Education, 30(1), 47–63.
Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365–379. doi:10.3102/0013189X09339057.
Jonassen, D. H., & Reeves, T. C. (1996). Learning with technology: Using computers as cognitive tools. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 693–719). New York: Macmillan.
Kim, S., Israr, A., & Poupyrev, I. (2013). Tactile rendering of 3D features on touch surfaces. In Proceedings of UIST 2013 (pp. 531–538).
Kirkorian, H. L., Choi, K., & Pempek, T. A. (2016). Toddler’s word-learning from contingent vs. noncontingent video on touchscreens. Child Development, 87, 405–413. doi:10.1111/cdev.12508.
Kirkorian, H., Pempek, T., & Choi, K. (2016). The role of online processing in young children’s ability to learn from interactive and noninteractive digital media. In R. Barr & D. N. Linebarger (Eds.), Media exposure during infancy and early childhood: The effects of content and context on learning and development. New York: Springer. doi:10.1007/978-3-319-45102-2_5.
Koehler, M. J., Mishra, P., & Cain, W. (2013). What is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education, 193(3), 13–19.
Korat, O., & Shamir, A. (2007). Electronic books verses adult readers: Effects on children’s emergent literacy as a function of social class. Journal of Computer Assisted Learning, 23(3), 248–259.
Kozminsky, E., & Asher-Sadon, R. (2013). Media type influences preschooler’s literacy development: E-book versus printed book reading. Interdisciplinary Journal of E-Learning and Learning Objects, 9, 231–245.
Krcmar, M. (2010). Can social meaningfulness and repeat exposure help infants and toddlers overcome the video deficit? Media Psychology, 13(1), 31–53.
Krcmar, M., & Cingel, D. P. (2014). Parent–child joint reading in traditional and electronic formats. Media Psychology, 17(3), 262–281. doi:10.1080/15213269.2013.840243.
Kucirkova, N., Messer, D., Sheehy, K., & Panadero, C. F. (2014). Children’s engagement with educational iPad apps: Insights from a Spanish classroom. Computers & Education, 71, 175–184. doi:10.1016/j.compedu.2013.10.003.
Lamb, M. E. (2000). The history of research on father involvement: An overview. Marriage & Family Review, 29, 23–42.
Lauricella, A. R., Calvert, S., & Barr, R. (2014). Parent-child interactions during computer book reading for children’s story comprehension. International Journal of Child-Computer Interaction, 2, 17–25.
Lauricella, A. R., Gola, A. A. H., & Calvert, S. L. (2011). Toddlers’ from socially meaningful video characters. Media Psychology, 14(2), 216–232. doi:10.1080/15213269.2011.573465.
Lemke, C., Coughlin, E., & Reifsneider, D. (2009). Technology in schools: What the research says: An update. Culver City, CA: Commissioned by Cisco Systems. Retrieved from http://www.cisco.com/web/strategy/docs/education/TechnologyinSchoolsReport.pdf.
Lewin, C., & Luckin, R. (2010). Technology to support parental engagement in elementary education. Computers & Education, 54, 749–758.
Linebarger, D. N., Brey, E., Fenstermacher, S., & Barr, R. (2016). What makes preschool educational television educational? A content analysis of literacy, language-promoting, and prosocial preschool programming. In R. Barr & D. N. Linebarger (Eds.), Media exposure during infancy and early childhood: The effects of content and context on learning and development. New York: Springer. doi:10.1007/978-3-319-45102-2_7.
Lou, Y., Abrami, P. C., & d’Apollonia, S. (2001). Small group and individual learning with technology: A meta-analysis. Review of Educational Research, 71(3), 449–521.
McManis, L. D., & Gunnewig, S. B. (2012). Finding the education in educational technology with early learners. Young Children, 67, 14–24.
Means, B., & Olson, K. (1997). Technology and education reform: Studies of education reform. Washington, DC: U. S. Government Printing Office.
Michael Cohen Group & U.S. Department of Education. (2011). Young children, apps and iPad. New York, NY: Michael Cohen Group. Retrieved from http://mcgrc.com/wp-content/uploads/2012/06/ ipad-study-cover-page-report-mcg-info_new-online.pdf.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017.
National Association for the Education of Young Children and the Fred Rogers Center. (2012). Position statement: Technology and young children. Washington, DC: Author. Retrieved from http://www.naeyc.org/content/technology-and-young-children.
Neuman, S. B. (2015). Closing the app gap: Improving children’s phonological skills. New York, NY: Author. Retrieved from https://learnwithhomer.com/closing-the-app-gap.pdf.
Paczkowski, J. (2013, February 28). Apple’s iTunes U hits one billion downloads. Retrieved from http://allthingsd.com/20130228/apples-itunes-u-hits-1-billion-downloads/.
Parish-Morris, J., Mahajan, N., Hirsh-Pasek, K., Golinkoff, R. M., & Collins, M. (2013). Once upon a time: Parent-child dialogue and storybook reading in the electronic era. Mind, Brian, and Education, 7(3), 200–211. doi:10.1111/mbe.12028.
Penuel, W. R., Bates, L., Gallagher, L. P., Pasnik, S., Llorente, C., Townsend, E., … VanderBorght, M. (2012). Supplementing literacy instruction with a media-rich intervention: Results of a randomized controlled trial. Early Childhood Research Quarterly, 27(2), 115–127. doi:10.1016/j.ecresq.2011.07.002.
Picard, D., Martin, P., & Tsao, R. (2014). iPads at school? A quantitative comparison of elementary school children’s pen-on-paper versus finger-on-screen drawing skills. Journal of Educational Computing Research, 50(2), 203–212. doi:10.2190/EC.50.2.c.
Price, S., Jewitt, C., & Crescenzi, L. (2015). The role of iPads in pre-school children’s mark making development. Computers & Education, 87, 131–141. doi:10.1016/j.compedu.2015.04.003.
Reiser, R. A., Tessmer, M. A., & Phelps, P. C. (1984). Adult-child interaction in children’s learning from Sesame Street. Educational Communication and Technology Journal, 32, 217–223.
Ricci, C. M., & Beal, C. R. (2002). The effect of interactive media on children’s story memory. Journal of Educational Psychology, 94(1), 138–144.
Richert, R., Robb, M., Fender, J., & Wartella, E. (2010). Word learning from baby videos. Archives of Pediatric and Adolescent Medicine, 164(5), 432–437. doi:10.1001/archpediatrics.2010.24.
Rideout, V. (2013). Zero to eight: Children’s media use in America 2013. San Francisco, CA: Common Sense Media. Retrieved from https://www.commonsensemedia.org/research/zero-to-eight-childrens-media-use-in-america-2013.
Rideout, V., & Hamel, E. (2006). The media family: Electronic media in the lives of toddlers, preschoolers, and parents. Menlo Park, CA: Kaiser Family Foundation. Retrieved from https://kaiserfamilyfoundation.files.wordpress.com/2013/01/7500.pdf.
Rideout, V., Vandewater, E., & Wartella, E. (2003). Zero to six: Electronic media in the lives of infants, toddlers, and preschoolers. Menlo Park, CA: Kaiser Family Foundation. Retrieved from http://www.dcmp.org/caai/nadh169.pdf.
Robb, M., Richert, R., & Wartella, E. (2010). Just a book? Word learning from watching baby videos. British Journal of Developmental Psychology, 27(1), 27–45. doi:10.1348/026151008X320156.
Rogers, C. R. (1983). Freedom to learn for the 80’s. New York: Charles E. Merrill Publishing Company, A Bell & Howell Company.
Roseberry, S., Hirsh-Pasek, K., & Golinkoff, R. M. (2014). Skype me! Socially contingent interactions help toddlers learn language. Child Development, 85(3), 956–970. doi:10.1111/cdev.12166.
Salmon, L. G. (2013). Factors that affect emergent literacy development when engaging with electronic books. Early Childhood Education, 42(2), 85–92.
Santomero, A. C. (2016). Is preschool programming educational?—Commentary on chapter 7. In R. Barr & D. N. Linebarger (Eds.), Media exposure during infancy and early childhood: The effects of content and context on learning and development. New York: Springer. doi:10.1007/978-3-319-45102-2_8.
Selwyn, N., Banaji, S., Hadjithoma-Garstka, C., & Clark, W. (2011). Providing a platform for parents? Exploring the nature of parental engagement with school Learning Platforms. Journal of Computer Assisted Learning, 27, 314–323. doi:10.1111/j.1365-2729.2011.00428.x.
Shamir, A., Korat, O., & Barbi, N. (2008). The effects of CD-ROM storybook reading on low SES kindergarteners’ emergent literacy as a function of learning context. Computers & Education, 51, 354–367.
Shamir, A., Korat, O., & Fellah, R. (2012). Promoting vocabulary, phonological awareness and concept about print among children at-risk for learning disability: Can-books help? Reading and Writing, 25, 45–69.
Shamir, A., & Shlafer, I. (2011). E-books effectiveness in promoting phonological awareness and concept about print: A comparison between children at risk for learning disabilities and typically developing kindergarteners. Computers & Education, 57, 1989–1997.
Shuler, C. (2012). iLearn II: An addendum—An analysis of the games category of Apple’s App Store. New York: The Joan Ganz Cooney Center. Retrieved from http://www.joanganzcooneycenter.org/wp-content /uploads/ 2012/11/jgcc_ilearn_ games_addendum.pdf.
Shuler, C., Levine, Z., & Ree, J. (2012). iLearn II: An analysis of the education category of Apple’s App Store. New York: The Joan Ganz Cooney Center. Retrieved from http://www.joanganzcooneycenter.org/wp-content/uploads/2012/01/ilearnii.pdf.
Stevens, R., & Penuel, W. R. (2010). Studying and fostering learning through joint media engagement. Paper presented at the Principal Investigators Meeting of the National Science Foundation’s Science of Learning Centers, Arlington, VA.
Stockwell, M. S., Kharbanda, E., Martinez, R., Vargas, C. Y., Vawdrey, D. K., & Camargo, S. (2012). Effect of a text messaging intervention on influenza vaccination in an urban, low-income pediatric and adolescent population: A randomized controlled trial. Journal of the American Medical Association, 307(16), 1702–1708. doi:10.1001/jama.2012.502.
Strouse, G. A., O’Doherty, K., & Troseth, G. L. (2013). Effective coviewing: Preschoolers’ learning from video after a dialogic questioning intervention. Developmental Psychology, 49(12), 2368–2382.
Takeuchi, L., & Stevens, R. (2011). The new co-viewing: Designing for learning through joint media engagement. New York: The Joan Ganz Cooney Center. Retrieved from http://www.joanganzcooneycenter.org/wp-content/uploads/2011/12/jgc_coviewing_ desktop.pdf.
Tandon, P. S., Zhou, C., Lozano, P., & Christakis, D. (2011). Preschoolers’ total daily screen time at home and by childcare setting. The Journal of Pediatrics, 158(2), 297–300.
Vaala, S., & Ly, A. (2014). What’s in store today: A snapshot of kids’ language and literacy apps (Part 1). New York: The Joan Ganz Cooney Center. Retrieved form http://www.joanganzcooneycenter.org/2014/08/15/whats-in-store-today-a-snapshot-of-kids-language-and-literacy-apps-part-1/.
Valkenburg, P. M., & Peter, J. (2013). The differential susceptibility to media effects model. Journal of Communication, 63, 221–243. doi:10.1111/jcom.12024.
Vandewater, E. A. (2011). Infant word learning from commercial available video in the US. Journal of Children and Media, 5(3), 248–266. doi:10.1080/17482798.2011.584375.
Verhallen, M. J. A. J., & Bus, A. G. (2010). Low-income immigrant pupils learning vocabulary through digital picture storybooks. Journal of Educational Psychology, 102(1), 54–61. doi:10.1037/A0017133.
Vygotsky, L. (1978). Mind in society. Cambridge, MA: Harvard University Press.
Wartella, E., Blackwell, C. K., Lauricella, A. R., & Robb, M. (2013). Technology in the lives of teachers and classrooms: 2012 survey of teachers. Latrobe, PA: The Fred Rogers Center.
Wartella, E., & Jennings, N. (2000). Children and computers: New technology—Old concerns. Future of Children, 10(2), 31–43.
Wartella, E., & Reeves, B. (1985). Historical trends in research on children and the media: 1900–1960. Journal of Communication, 35(2), 118–133. doi:10.1111/j.1460-2466.1985.tb02238.x.
Wartella, E., Rideout, V., Lauricella, A., & Connell, S. (2014). Revised parenting in the age of digital technology: A national survey. Evanston, IL: Northwestern University. Retrieved from http://web5.soc.northwestern.edu/cmhd/wp-content/uploads/2014/08/NWU.MediaTechReading.Hispanic.FINAL2014.pdf.
Wartella, E., & Robb, M. (2007). Young children, new media. Journal of Children and Media, 1(1), 35–44. doi:10.1080/17482790601005207.
Willoughby, D., Evans, M., & Nowak, S. (2015). Do ABC eBooks boost engagement and learning in preschoolers? An experimental study comparing eBooks with paper ABC and storybook controls. Computers & Education, 82, 107–117. doi:10.1016/j.compedu.2014.11.008.
York, B. N., & Loeb, S. (2014). One step at a time: The effects of an early literacy text messaging program for parents of preschoolers. National Bureau of Economic Research.
Zimmerman, F. J., Christakis, D. A., & Meltzoff, A. N. (2007). Television and DVD/video viewing in children younger than 2 years. Archives of Pediatrics & Adolescent Medicine, 161, 473–479. doi:10.1001/archpedi.161.5.473.
Zosh, J. M., Lytle, S. R., Golinkoff, R. M., & Hirsh-Pasek, K. (2016). Putting the education back in educational apps: How content and context interact to promote learning. In R. Barr & D. N. Linebarger (Eds.), Media exposure during infancy and early childhood: The effects of content and context on learning and development. New York: Springer. doi:10.1007/978-3-319-45102-2_17.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Lauricella, A.R., Blackwell, C.K., Wartella, E. (2017). The “New” Technology Environment: The Role of Content and Context on Learning and Development from Mobile Media. In: Barr, R., Linebarger, D. (eds) Media Exposure During Infancy and Early Childhood. Springer, Cham. https://doi.org/10.1007/978-3-319-45102-2_1
Download citation
DOI: https://doi.org/10.1007/978-3-319-45102-2_1
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-45100-8
Online ISBN: 978-3-319-45102-2
eBook Packages: Behavioral Science and PsychologyBehavioral Science and Psychology (R0)