ABSTRACT
This chapter discusses the ways in which digital technologies, with a focus on mobile technologies, can help minimize or remove barriers to inclusive practice in early childhood literacy education. It focuses on contexts, definitions and theoretical frameworks relevant to mobile learning and inclusive literacy education in the early years. The chapter presents examples of practice and research on digital technologies and how they can be used to meet diverse literacy needs and practices among young children. It argues that a review of research was conducted by carrying out a library database search using key terms: iPad, tablet, literacy, mobile technology, oral language, reading and writing. Linguistic and cultural diversity are key aspects of inclusivity that teachers might find challenging to address. In terms of inclusivity, the kind of learning is responsive to the context and the environment, and facilitates multiple forms of engagement, action and expression.
