{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/137784"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/137784","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Developing Play-Based Learning Experiences with Integrated Technology: Research-Informed Approaches for Face-to-Face and Blended Early Childhood Classrooms","abstract":"This study offers an integrative review of the literature focused on how digital technologies are purposefully integrated to enhance play-based learning experiences for children aged 3 to 8 in both traditional and blended early childhood classroom settings (Marsh et al., 2016). This study draws upon both the Technological Pedagogical Content Knowledge (TPACK) model (Mishra and Koehler, 2006) and the Digital Play Framework (DPF) (Bird and Edwards, 2015) to analyze peer-reviewed theoretical and empirical literature, aiming to explore three primary research questions: (1) What technology integration strategies for play-based early childhood classrooms are supported in the research literature? (2) What learning theories align with those strategies? (3) What evidence-based recommendations can be synthesized into practical strategies for educators and instructional designers? Findings are organized thematically to reveal key strategies including child-centered digital play, adaptive learning technologies, multimedia content delivery, immersive environments, and scaffolded support systems. The research aligns these strategies with major learning theories such as constructivist, cognitive developmental, social constructivist, psychosocial, and play-based learning theories. Six evidence-based recommendation categories emerge from the analysis: strategic integration approaches, child-centered pedagogies, intentional instructional design, professional development, developmentally appropriate practices, and assessment frameworks that maintain the centrality of play while leveraging technology to enhance rather than replace hands-on, relational, and exploratory learning. The study highlights both the promise and challenges of technology use in ECE, emphasizing the critical importance of pedagogical intentionality, broad access to digital tools, and comprehensive professional development. The conclusions demonstrate that effective technology integration requires intentional pedagogical planning, deep understanding of developmental theory, and careful attention to maintaining play-based learning principles. This dissertation contributes a practical, theory-informed roadmap offering actionable guidance for educators, instructional designers, researchers, and policymakers aiming to enhance early learning through thoughtful, play-driven digital integration.","abstract_html":"This study offers an integrative review of the literature focused on how digital technologies are purposefully integrated to enhance play-based learning experiences for children aged 3 to 8 in both traditional and blended early childhood classroom settings (Marsh et al., 2016). This study draws upon both the Technological Pedagogical Content Knowledge (TPACK) model (Mishra and Koehler, 2006) and the Digital Play Framework (DPF) (Bird and Edwards, 2015) to analyze peer-reviewed theoretical and empirical literature, aiming to explore three primary research questions: (1) What technology integration strategies for play-based early childhood classrooms are supported in the research literature? (2) What learning theories align with those strategies? (3) What evidence-based recommendations can be synthesized into practical strategies for educators and instructional designers? Findings are organized thematically to reveal key strategies including child-centered digital play, adaptive learning technologies, multimedia content delivery, immersive environments, and scaffolded support systems. The research aligns these strategies with major learning theories such as constructivist, cognitive developmental, social constructivist, psychosocial, and play-based learning theories. Six evidence-based recommendation categories emerge from the analysis: strategic integration approaches, child-centered pedagogies, intentional instructional design, professional development, developmentally appropriate practices, and assessment frameworks that maintain the centrality of play while leveraging technology to enhance rather than replace hands-on, relational, and exploratory learning. The study highlights both the promise and challenges of technology use in ECE, emphasizing the critical importance of pedagogical intentionality, broad access to digital tools, and comprehensive professional development. The conclusions demonstrate that effective technology integration requires intentional pedagogical planning, deep understanding of developmental theory, and careful attention to maintaining play-based learning principles. This dissertation contributes a practical, theory-informed roadmap offering actionable guidance for educators, instructional designers, researchers, and policymakers aiming to enhance early learning through thoughtful, play-driven digital integration.","abstract_has_math":false,"creators":["Wang, Xuqing"],"institution":"Virginia Tech","degree_name":"Doctor of Philosophy","degree_level":"doctoral","degree_discipline":"Curriculum and Instruction","degree_department":"Education, Vocational-Technical","school":null,"contributors":[],"advisors":[],"committee_chairs":["Johnson, Alicia Leinaala"],"committee_members":["Cennamo, Katherine S.","Lockee, Barbara B.","Potter, Kenneth R."],"year":2025,"date_issued":"2025-09-15","date_published":"2025-09-15","updated_at":"2026-07-22T22:20:07Z","subjects":["young children's education","learning through play","preschool and early learning settings","incorporating digital tools into instruction","TPACK","Digital Play Framework","developmentally appropriate practice"],"languages":["en"],"rights":["Creative Commons Attribution-NonCommercial 4.0 International"],"rights_urls":["http://creativecommons.org/licenses/by-nc/4.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:44641"],"render_values":[{"text":"vt_gsexam:44641","href":null,"code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10919/137784","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Johnson, Alicia Leinaala"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Cennamo, Katherine S.","Lockee, Barbara B.","Potter, Kenneth R."]},{"key":"dc:contributor.department","label":"Department","values":["Education, Vocational-Technical"]},{"key":"dc:creator","label":"Author","values":["Wang, Xuqing"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-09-16T08:00:31Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2025-09-16T08:00:31Z"]},{"key":"dc:date.issued","label":"Date","values":["2025-09-15"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["young children's education","learning through play","preschool and early learning settings","incorporating digital tools into instruction","TPACK","Digital Play Framework","developmentally appropriate practice"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Creative Commons Attribution-NonCommercial 4.0 International"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://creativecommons.org/licenses/by-nc/4.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:44641"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10919/137784"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study offers an integrative review of the literature focused on how digital technologies are purposefully integrated to enhance play-based learning experiences for children aged 3 to 8 in both traditional and blended early childhood classroom settings (Marsh et al., 2016). This study draws upon both the Technological Pedagogical Content Knowledge (TPACK) model (Mishra and Koehler, 2006) and the Digital Play Framework (DPF) (Bird and Edwards, 2015) to analyze peer-reviewed theoretical and empirical literature, aiming to explore three primary research questions: (1) What technology integration strategies for play-based early childhood classrooms are supported in the research literature? (2) What learning theories align with those strategies? (3) What evidence-based recommendations can be synthesized into practical strategies for educators and instructional designers? Findings are organized thematically to reveal key strategies including child-centered digital play, adaptive learning technologies, multimedia content delivery, immersive environments, and scaffolded support systems. The research aligns these strategies with major learning theories such as constructivist, cognitive developmental, social constructivist, psychosocial, and play-based learning theories. Six evidence-based recommendation categories emerge from the analysis: strategic integration approaches, child-centered pedagogies, intentional instructional design, professional development, developmentally appropriate practices, and assessment frameworks that maintain the centrality of play while leveraging technology to enhance rather than replace hands-on, relational, and exploratory learning. The study highlights both the promise and challenges of technology use in ECE, emphasizing the critical importance of pedagogical intentionality, broad access to digital tools, and comprehensive professional development. The conclusions demonstrate that effective technology integration requires intentional pedagogical planning, deep understanding of developmental theory, and careful attention to maintaining play-based learning principles. This dissertation contributes a practical, theory-informed roadmap offering actionable guidance for educators, instructional designers, researchers, and policymakers aiming to enhance early learning through thoughtful, play-driven digital integration."]},{"key":"dc:description.abstractgeneral","label":"General Abstract","values":["As digital tools become increasingly common in early childhood classrooms, educators face important questions about how to integrate technology in ways that support—rather than disrupt—play-based learning for children ages 3 to 8. Many teachers aren't sure how to use tablets, interactive apps, and educational games while preserving the joyful, hands-on experiences that play provides. This dissertation explores how technology can thoughtfully enhance play experiences in early learning environments. Informed by foundational learning theories and supported by key educational models, this review explores more than ten years of scholarly work on the integration of technology within early childhood education. The study identified effective strategies such as child-centered digital play, interactive storytelling, adaptive tools, and physical-digital play combinations. The review illustrates how these approaches correspond with key areas of child development—thinking, social interaction, and emotional well-being—demonstrating that, when thoughtfully applied, technology can positively contribute to children's growth. The findings offer practical recommendations for teachers, schools, and curriculum designers seeking to create engaging, inclusive, and developmentally appropriate digital learning environments. Key areas include child-centered pedagogies, professional development, assessment strategies, and addressing challenges like screen time concerns and digital access. This work supports early childhood education professionals in making informed decisions about technology use while preserving the essential role of play—helping children learn, explore, and create through technology without losing the heart of early learning: joyful, hands-on, and meaningful play."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Doctor of Philosophy"]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["ETD"]},{"key":"dc:title","label":"Title","values":["Developing Play-Based Learning Experiences with Integrated Technology: Research-Informed Approaches for Face-to-Face and Blended Early Childhood Classrooms"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Johnson, Alicia Leinaala"],"dc:contributor.committeemember":["Cennamo, Katherine S.","Lockee, Barbara B.","Potter, Kenneth R."],"dc:contributor.department":["Education, Vocational-Technical"],"dc:creator":["Wang, Xuqing"],"dc:date.accessioned":["2025-09-16T08:00:31Z"],"dc:date.available":["2025-09-16T08:00:31Z"],"dc:date.issued":["2025-09-15"],"dc:description.abstract":["This study offers an integrative review of the literature focused on how digital technologies are purposefully integrated to enhance play-based learning experiences for children aged 3 to 8 in both traditional and blended early childhood classroom settings (Marsh et al., 2016). This study draws upon both the Technological Pedagogical Content Knowledge (TPACK) model (Mishra and Koehler, 2006) and the Digital Play Framework (DPF) (Bird and Edwards, 2015) to analyze peer-reviewed theoretical and empirical literature, aiming to explore three primary research questions: (1) What technology integration strategies for play-based early childhood classrooms are supported in the research literature? (2) What learning theories align with those strategies? (3) What evidence-based recommendations can be synthesized into practical strategies for educators and instructional designers? Findings are organized thematically to reveal key strategies including child-centered digital play, adaptive learning technologies, multimedia content delivery, immersive environments, and scaffolded support systems. The research aligns these strategies with major learning theories such as constructivist, cognitive developmental, social constructivist, psychosocial, and play-based learning theories. Six evidence-based recommendation categories emerge from the analysis: strategic integration approaches, child-centered pedagogies, intentional instructional design, professional development, developmentally appropriate practices, and assessment frameworks that maintain the centrality of play while leveraging technology to enhance rather than replace hands-on, relational, and exploratory learning. The study highlights both the promise and challenges of technology use in ECE, emphasizing the critical importance of pedagogical intentionality, broad access to digital tools, and comprehensive professional development. The conclusions demonstrate that effective technology integration requires intentional pedagogical planning, deep understanding of developmental theory, and careful attention to maintaining play-based learning principles. This dissertation contributes a practical, theory-informed roadmap offering actionable guidance for educators, instructional designers, researchers, and policymakers aiming to enhance early learning through thoughtful, play-driven digital integration."],"dc:description.abstractgeneral":["As digital tools become increasingly common in early childhood classrooms, educators face important questions about how to integrate technology in ways that support—rather than disrupt—play-based learning for children ages 3 to 8. Many teachers aren't sure how to use tablets, interactive apps, and educational games while preserving the joyful, hands-on experiences that play provides. This dissertation explores how technology can thoughtfully enhance play experiences in early learning environments. Informed by foundational learning theories and supported by key educational models, this review explores more than ten years of scholarly work on the integration of technology within early childhood education. The study identified effective strategies such as child-centered digital play, interactive storytelling, adaptive tools, and physical-digital play combinations. The review illustrates how these approaches correspond with key areas of child development—thinking, social interaction, and emotional well-being—demonstrating that, when thoughtfully applied, technology can positively contribute to children's growth. The findings offer practical recommendations for teachers, schools, and curriculum designers seeking to create engaging, inclusive, and developmentally appropriate digital learning environments. Key areas include child-centered pedagogies, professional development, assessment strategies, and addressing challenges like screen time concerns and digital access. This work supports early childhood education professionals in making informed decisions about technology use while preserving the essential role of play—helping children learn, explore, and create through technology without losing the heart of early learning: joyful, hands-on, and meaningful play."],"dc:description.degree":["Doctor of Philosophy"],"dc:format.medium":["ETD"],"dc:identifier.other":["vt_gsexam:44641"],"dc:identifier.uri":["https://hdl.handle.net/10919/137784"],"dc:language.iso":["en"],"dc:publisher":["Virginia Tech"],"dc:rights":["Creative Commons Attribution-NonCommercial 4.0 International"],"dc:rights.uri":["http://creativecommons.org/licenses/by-nc/4.0/"],"dc:subject":["young children's education","learning through play","preschool and early learning settings","incorporating digital tools into instruction","TPACK","Digital Play Framework","developmentally appropriate practice"],"dc:title":["Developing Play-Based Learning Experiences with Integrated Technology: Research-Informed Approaches for Face-to-Face and Blended Early Childhood Classrooms"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Curriculum and Instruction"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Doctor of Philosophy"],"thesis:institution_name":["Virginia Polytechnic Institute and State University"]},"updated_at":"2026-07-22T22:20:07Z"}