University of Oulu

Pekka Mertala, Teachers’ beliefs about technology integration in early childhood education: A meta-ethnographical synthesis of qualitative research, Computers in Human Behavior, Volume 101, 2019, Pages 334-349, ISSN 0747-5632,

Teachers’ beliefs about technology integration in early childhood education : a meta-ethnographical synthesis of qualitative research

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Author: Mertala, Pekka1
Organizations: 1Faculty of Education, University of Oulu, KTK 323, 90014 University of Oulu, Finland
Format: article
Version: accepted version
Access: open
Online Access: PDF Full Text (PDF, 0.8 MB)
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Language: English
Published: Elsevier, 2019
Publish Date: 2021-08-07


There is a body of evidence suggesting that instead of concentrating only on teaching and learning (the education task), teachers believe that their tasks are to care for their students social, emotional, and physical needs (the caring task), and to raise them to be and become functional members of society (the socialization task). However, this diversity has not been acknowledged in teachers’ beliefs research done in technology integration context. To provide a more nuanced understanding of the variety and role of teachers’ beliefs about technology integration this study has synthesized 35 qualitative empirical research studies via the method of meta-ethnography. The focus is on early childhood education (ECE) as so far, no reviews on early childhood teachers’ beliefs have been conducted. The synthesis suggests, that education, socialization, and care all have a meaningful role in teachers’ beliefs towards technology use in ECE. Each of these tasks and dimensions were identified from teachers’ beliefs for or against integrating technology into ECE practices. The synthesis also suggests, that teachers’ beliefs are shaped by macro- and micro-contextual factors including national educational policies and personal experiences. Implications for teacher education are discussed.

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Series: Computers in human behavior
ISSN: 0747-5632
ISSN-E: 0747-5632
ISSN-L: 0747-5632
Volume: 101
Pages: 334 - 349
DOI: 10.1016/j.chb.2019.08.003
Type of Publication: A1 Journal article – refereed
Field of Science: 515 Psychology
516 Educational sciences
Copyright information: © 2019 Published by Elsevier. This manuscript version is made available under the CC-BY-NC-ND 4.0 license