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
1Faculty of Education, University of Oulu, Oulu, Finland
|Online Access:||PDF Full Text (PDF, 0.5 MB)|
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe201709158616
|Publish Date:|| 2019-03-03
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.
Early child development and care
|Pages:||1228 - 1241|
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
516 Educational sciences
© 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: http://www.tandfonline.com/10.1080/03004430.2017.1372756.