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Putting the Education Back in Educational Apps: How Content and Context Interact to Promote Learning

  • Jennifer M. ZoshEmail author
  • Sarah Roseberry Lytle
  • Roberta Michnick Golinkoff
  • Kathy Hirsh-Pasek
Chapter

Abstract

Technology is forever changing the landscape of children’s education in and out of school. But much of what masquerades for “educational” in the digital world, is not. In this chapter, we discuss evidence-based principles that can help parents, researchers, and teachers discover apps with real educational value. With the science of learning as a base, we ask whether apps promote children’s active (minds-on) and engaged (not distracted) learning with material that is meaningful and supported in socially interactive contexts. Apps that are built on these principles promote playful, scaffolded, and exploratory learning.

Keywords

Technology Children Development Educational apps Education Science of learning Learning sciences Evidence-based evaluation Developmental psychology Guided play 

Notes

Acknowledgements

This work benefited greatly from conversations and collaborations with James H. Gray, Michael B. Robb, and Jordy Kaufman.

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Copyright information

© Springer International Publishing Switzerland 2017

Authors and Affiliations

  • Jennifer M. Zosh
    • 1
    Email author
  • Sarah Roseberry Lytle
    • 2
  • Roberta Michnick Golinkoff
    • 3
  • Kathy Hirsh-Pasek
    • 4
    • 5
  1. 1.Pennsylvania State UniversityBrandywine, 25 Yearsley Mill RdUSA
  2. 2.Institute for Learning & Brain Sciences, University of WashingtonSeattleUSA
  3. 3.University of DelawareNewarkUSA
  4. 4.Temple UniversityPhiladelphiaUSA
  5. 5.The Brookings InstitutionWashington, DCUSA

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