University of Oulu

Pekka Mertala, Wag the dog – The nature and foundations of preschool educators’ positive ICT pedagogical beliefs, Computers in Human Behavior, Volume 69, 2017, Pages 197-206, ISSN 0747-5632,

Wag the dog : the nature and foundations of preschool educators’ positive ICT pedagogical beliefs

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Author: Mertala, Pekka1
Organizations: 1University of Oulu, Faculty of Education
Format: article
Version: accepted version
Access: open
Online Access: PDF Full Text (PDF, 0.5 MB)
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Language: English
Published: Elsevier, 2017
Publish Date: 2017-01-26


It has become evident that the vast majority of early childhood educators feel positive about using ICT with children. However, as they are found to have had no or only a little training or practical experience of pedagogical use of ICT, it is important to explore where the positive attitude comes from, and what pedagogical benefits early childhood educators believe ICT use brings about. This study focuses on the relationships of educators’ general and ICT-related pedagogical beliefs, and the foundations of educators’ positive ICT pedagogical beliefs.

In their general pedagogical beliefs, the educators emphasized the learning of socio-emotional skills, and reported that they carry out practices where children have an active role in their learning. In their ICT pedagogical beliefs, the educators emphasized the learning of academic skills, and the methods they described were usually individual exercises which were either carried out using ICT or by following educators’ ICT-supported instructions. Positive ICT pedagogical beliefs were, to a large extent, based on perceptions of what different devices and software promise in terms of children’s learning. Outside influences, i.e., the model observed from primary school, also played a significant role in the construction of the educators’ ICT pedagogical beliefs.

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Series: Computers in human behavior
ISSN: 0747-5632
ISSN-E: 0747-5632
ISSN-L: 0747-5632
Volume: 69
Pages: 197 - 206
DOI: 10.1016/j.chb.2016.12.037
Type of Publication: A1 Journal article – refereed
Field of Science: 113 Computer and information sciences
515 Psychology
516 Educational sciences
Funding: This work was supported by the Jenny and Antti Wihuri Foundation.
Copyright information: © 2016. This manuscript version is made available under the CC-BY-NC-ND 4.0 license