University of Oulu

Pekka Mertala (2019) Digital technologies in early childhood education – a frame analysis of preservice teachers’ perceptions, Early Child Development and Care, 189:8, 1228-1241, DOI: 10.1080/03004430.2017.1372756

Digital technologies in early childhood education : a frame analysis of preservice teachers’ perceptions

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Author: Mertala, Pekka1
Organizations: 1Faculty of Education, University of Oulu, Oulu, Finland
Format: article
Version: accepted version
Access: open
Online Access: PDF Full Text (PDF, 0.5 MB)
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Language: English
Published: Informa, 2017
Publish Date: 2019-03-04


Research on early childhood teachers’ perceptions of technology integration has been criticized for not paying enough attention to the unique pedagogical characteristics of early childhood education. This qualitative study contributes to resolving this need by scrutinizing preservice teachers’ perceptions of technology usage through the frames of education, socialization, and care, which form a harmonious whole referred to as the EDUCARE approach. The findings suggest that an individual preservice teacher can be for or against technology usage depending on the frame they reflect on technology integration through. Children’s ages and participants’ beliefs about the children’s access to technology at home were the most significant factors behind the variation in dynamics between and within the frames. The implications for future research are also discussed.

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Series: Early child development and care
ISSN: 0300-4430
ISSN-E: 1476-8275
ISSN-L: 0300-4430
Volume: 189
Issue: 8
Pages: 1228 - 1241
DOI: 10.1080/03004430.2017.1372756
Type of Publication: A1 Journal article – refereed
Field of Science: 5141 Sociology
516 Educational sciences
Copyright information: © 2017 Informa UK Limited, trading as Taylor & Francis Group. This is an Accepted Manuscript of an article published by Taylor & Francis in Early Child Development and Care on 3 Sept 2017, available online: