Shannon Ludgate
Biographic Data
| ID | 6503664 |
|---|---|
| NAME | Shannon Ludgate |
| GIVEN NAMES | Shannon |
| FAMILY NAME | Ludgate |
| SIGNATURE | LUDGATE S |
| AFFILIATIONS | Birmingham City University |
| ORCID | 0000-0002-2861-4907 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Resisting hyperreality? Talking to young children about YouTube and YouTube Kids
This article reports on a study investigating how 13 young children in English-speaking countries (England, Scotland, Australia and the USA) watch and engage with digital content on YouTube and YouTube Kids. Given the increasing amount of time children spend viewing these platforms, and related concerns around the commercial algorithms that direct their viewing choices, the research aims were to understand how young children make choices about wh…
International Perspectives on the Dynamics of Pre-Service Early Childhood Teachers’ Digital Competences
Researchers and society in general seem to be conflicted regarding the use of digital technology in early childhood education (ECE). Some are focusing on the positive aspects of using digital technology, while others are critical and position it as an enemy of early childhood practice. It has been argued that digital technology is not appropriate for young children’s cognitive, physical, social and emotional development. Nevertheless, supporting …
Lessons from the pandemic
This article reports on responses from an online survey designed to explore the before, during and after lockdown experiences of higher education teacher educators in Vietnam (n = 145) who were required to use digital technologies and pedagogies exclusively in their teaching during the 2020/21 lockdown. The data is interpreted using the TPACK framework (Koehler & Mishra, 2009) which enables analysis of the participants’ technological, pedagogical…
Small steps and stronger relationships
During the current global pandemic, parents and carers in England and across the UK have been asked by the Government to ‘home school’ their child/ren, and a plethora of resources have been produced and made available to assist with this. The perceived detrimental effects of being absent from school have been a driver for the Government in ensuring that schools remain open for as long as possible, and the current pandemic situation is replete wit…
Pedagogical approaches surrounding the touchscreen
This article reports on the findings of a mixed-methods, interpretive study identifying practitioners’ pedagogical approaches when children aged 3–4 years use touchscreen devices in early years settings in the West Midlands, UK. A multi-site case study approach was adopted involving interviews with 12 practitioners to identify their rationale for using these devices. Coupled with 160 observations of touchscreen practice, this allowed the opportun…
No prominent works on this page.
Pedagogical approaches surrounding the touchscreen
This article reports on the findings of a mixed-methods, interpretive study identifying practitioners’ pedagogical approaches when children aged 3–4 years use touchscreen devices in early years settings in the West Midlands, UK. A multi-site case study approach was adopted involving interviews with 12 practitioners to identify their rationale for using these devices. Coupled with 160 observations of touchscreen practice, this allowed the opportun…
Small steps and stronger relationships
During the current global pandemic, parents and carers in England and across the UK have been asked by the Government to ‘home school’ their child/ren, and a plethora of resources have been produced and made available to assist with this. The perceived detrimental effects of being absent from school have been a driver for the Government in ensuring that schools remain open for as long as possible, and the current pandemic situation is replete wit…
International Perspectives on the Dynamics of Pre-Service Early Childhood Teachers’ Digital Competences
Researchers and society in general seem to be conflicted regarding the use of digital technology in early childhood education (ECE). Some are focusing on the positive aspects of using digital technology, while others are critical and position it as an enemy of early childhood practice. It has been argued that digital technology is not appropriate for young children’s cognitive, physical, social and emotional development. Nevertheless, supporting …
Lessons from the pandemic
This article reports on responses from an online survey designed to explore the before, during and after lockdown experiences of higher education teacher educators in Vietnam (n = 145) who were required to use digital technologies and pedagogies exclusively in their teaching during the 2020/21 lockdown. The data is interpreted using the TPACK framework (Koehler & Mishra, 2009) which enables analysis of the participants’ technological, pedagogical…
Resisting hyperreality? Talking to young children about YouTube and YouTube Kids
This article reports on a study investigating how 13 young children in English-speaking countries (England, Scotland, Australia and the USA) watch and engage with digital content on YouTube and YouTube Kids. Given the increasing amount of time children spend viewing these platforms, and related concerns around the commercial algorithms that direct their viewing choices, the research aims were to understand how young children make choices about wh…
Psychology (5 works) · Pedagogy (4 works) · Sociology (4 works) · Child Development and Digital Technology (3 works) · Computer Science (3 works) · Medicine (3 works) · Developmental psychology (2 works) · Digital literacy in education (2 works) · Gender and Technology in Education (2 works) · Impact of Technology on Adolescents (2 works)