It is a tool, but not a ‘must’ : early childhood preservice teachers’ perceptions of ICT and its affordances
|Author:||Dong, Chuanmei1,2; Mertala, Pekka3|
1School of Education, University of New England, Armidale, Australia
2Department of Educational Studies, Macquarie University, Sydney, Australia
3Faculty of Education, University of Oulu, Oulu, Finland
|Online Access:||PDF Full Text (PDF, 0.6 MB)|
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe2019061820959
|Publish Date:|| 2020-12-05
With the ever-diversifying digital landscape of the 21st century, terms such as ‘information and communication technologies’ (ICT), ‘digital media’ and ‘technologies’ are often used to refer to a broad set of digital devices and applications. However, the use of these umbrella-concepts in educational contexts has caused issues when used in conjunction with concepts such as affordances and integration. In this paper, eight Chinese preservice early childhood teachers’ perceptions of ICT and its affordances are explored through online interviews. The participants conceptualised ‘ICT’ as screen-based technologies such as interactive whiteboards and computers. These technologies were perceived to afford efficiency and assistance, particularly for teacher-centred practice, but to constrain children’s tactile and direct hands-on experience. The results highlight the importance of sociocultural contexts (e.g. practicum places and educational traditions) in shaping preservice teachers’ perceptions of technology and technology use. Implications for future technology integration research and teacher education are discussed.
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
516 Educational sciences
Copyright © 2018 Informa UK Limited. This is an Accepted Manuscript of an article published by Taylor & Francis in Early Years on 05 June 2019, available online: https://doi.org/10.1080/09575146.2019.1627293.