ABSTRACT

This chapter looks at the evidence about the kinds of technologies that children are engaging with, at the length of time that they spend interacting with digital resources and what they are doing during these periods of engagement. Preschool children were more likely than older or younger children to have some educational apps provided by their parents. The youngsters used drawing and colouring tools, took photos and made videos, created storyboards and added text or audio. They played games, including dressing up characters, taking care of virtual pets and construction activities such as building a car. Poorer households were less likely to own a radio or DVD recorder, hand-held games player, educational games system designed for young children or an e-book reader. The chapter concludes with an examination of evidence about what have come to be known as digital divides — the differential access and use of digital technologies by groups within society, specifically looking at gender and socio-economic differences.