ICT in preschool: friend or foe? The significance of norms in a changing practice

Abstract

Societal change and prescriptions in curricula demand a change in educational practice. This can create conflicts between practitioners' usual practices (norms) and those prescribed by curricula. One example is the introduction of Information and Communication Technology (ICT) into preschool practice. Hence, our aim is to analyse how norms are used as arguments for or against using computers in preschool practice. Data consist of naturalistic texts from 31 preschool teacher students revealing their experiences in attempting to embed computers into practice. Results show ambivalence to computer use. Two lines of arguments emerged: one embracing the new technology, the other rejecting this new technology. The following arguments were made to justify ICT in preschool: the child as a citizen, the competent child and the active child. Concern was expressed between the teacher's need for control and the child's need for independence and guidance.

Keywords:

• attitude
• norms
• computer
• preschool practice
• teacher role

Acknowledgements

The authors are grateful to the students that participated and shared their thoughts making this study possible. The research was financially supported by School of Natural Sciences, School of Education, Psychology and Sport Science and The Board of Teacher Training and Educational Research at Linnaeus University.