The use of Internet of Things devices in early childhood education: A systematic review

Ling, L; Yelland, N; Hatzigianni, M; Dickson-Deane, C

The use of Internet of Things devices in early childhood education: A systematic review

Ling, L Yelland, N Hatzigianni, M Dickson-Deane, C

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Publisher:: SPRINGER
Publication Type:: Journal Article
Citation:: Education and Information Technologies, 2022, 27, (5), pp. 6333-6352
Issue Date:: 2022-06-01

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Field	Value	Language
dc.contributor.author	Ling, L
dc.contributor.author	Yelland, N
dc.contributor.author	Hatzigianni, M
dc.contributor.author	Dickson-Deane, C https://orcid.org/0000-0002-5504-7856
dc.date.accessioned	2023-02-01T05:07:47Z
dc.date.available	2023-02-01T05:07:47Z
dc.date.issued	2022-06-01
dc.identifier.citation	Education and Information Technologies, 2022, 27, (5), pp. 6333-6352
dc.identifier.issn	1360-2357
dc.identifier.issn	1573-7608
dc.identifier.uri	http://hdl.handle.net/10453/165786
dc.description.abstract	Internet of Things (IoT) devices are becoming ubiquitous and gradually impacting on young children’s play, learning and growth worldwide. It is vital for educators and parents to understand how the IoT devices have been used and with what consequences. Attempts have been made by researchers to explore varied IoT device usage in ECE, but there lacks a consolidated review on this topic. Therefore, we conducted a systematic review on the IoT device deployment in ECE using four major databases over the past 20 years. A qualitative synthesis was performed to analyse the data extracted. The results revealed that for young children from birth to 8 years of age, the IoT devices were normally used as IoT playthings. Additionally, the IoT devices could provide the young children with opportunities to connect digital and physical worlds for their playful explorations, help them to build their knowledge base, arouse their interest and enthusiasm, and encourage them to be autonomous learners. No negative influence associated with the children’s IoT device use was identified in the selected articles. However, high prices and data security were two concerns raised as influencing the educators’ and parents’ IoT device adoption. The findings may serve as a rationale for practitioners’ and parents’ decision making. Implications for future research are also suggested.
dc.language	English
dc.publisher	SPRINGER
dc.relation.ispartof	Education and Information Technologies
dc.relation.isbasedon	10.1007/s10639-021-10872-x
dc.rights	info:eu-repo/semantics/embargoedAccess
dc.rights	This version of the article has been accepted for publication, after peer review (when applicable) and is subject to Springer Nature’s AM terms of use, but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections. The Version of Record is available online at: https://doi.org/10.1007/s10639-021-10872-x
dc.subject	08 Information and Computing Sciences, 13 Education
dc.subject.classification	Education
dc.title	The use of Internet of Things devices in early childhood education: A systematic review
dc.type	Journal Article
utslib.citation.volume	27
utslib.for	08 Information and Computing Sciences
utslib.for	13 Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Science
utslib.copyright.status	open_access	*
utslib.copyright.embargo	2023-06-01T00:00:00+1000Z
dc.date.updated	2023-02-01T05:07:46Z
pubs.issue	5
pubs.publication-status	Published
pubs.volume	27
utslib.citation.issue	5

Abstract:

Internet of Things (IoT) devices are becoming ubiquitous and gradually impacting on young children’s play, learning and growth worldwide. It is vital for educators and parents to understand how the IoT devices have been used and with what consequences. Attempts have been made by researchers to explore varied IoT device usage in ECE, but there lacks a consolidated review on this topic. Therefore, we conducted a systematic review on the IoT device deployment in ECE using four major databases over the past 20 years. A qualitative synthesis was performed to analyse the data extracted. The results revealed that for young children from birth to 8 years of age, the IoT devices were normally used as IoT playthings. Additionally, the IoT devices could provide the young children with opportunities to connect digital and physical worlds for their playful explorations, help them to build their knowledge base, arouse their interest and enthusiasm, and encourage them to be autonomous learners. No negative influence associated with the children’s IoT device use was identified in the selected articles. However, high prices and data security were two concerns raised as influencing the educators’ and parents’ IoT device adoption. The findings may serve as a rationale for practitioners’ and parents’ decision making. Implications for future research are also suggested.

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http://hdl.handle.net/10453/165786