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

ABSTRACT

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.

KEYWORDS:

• Technology
• preservice teacher
• early childhood education
• frame analysis
• educare
• pedagogy

Disclosure statement

No potential conflict of interest was reported by the author.

Notes on contributor

Pekka Mertala (M.Ed.) is a PhD researcher and teacher in University of Oulu. His ongoing research focuses on teacher beliefs in technology integration.

ORCID

Pekka Mertala http://orcid.org/0000-0002-3835-0220

Notes

1. In this study, technology refers to digital devices (i.e. computers, tablets, smartphones) and products or outputs that are viewed, played, or created on these devices (i.e. applications, games, websites) (see Plowman, 2016). The term ‘information and communication technologý (ICT) is used as a synonym for technology.

2. In this paper, early childhood education refers to institutional education for children from 0 to 7 years old. Pre-primary education, in turn, is used when referring to the last year before children start primary school (6-year-olds). The term preschool is used when discussing the premises where early childhood education is provided.

3. Other scholars have used different concepts to address the same topics. For example, Broström (2006) used the term ‘teaching’ to describe what here is referred to as ‘education’, and ‘upbringing’ to define what here is referred to as ‘socialisation’. The decision to use the terms ‘education’, ‘socialisation’, and ‘care’ in this paper draws from Niikko’s (2004) and Puroila’s (2002) studies, as well as from the feedback I have received when presenting earlier versions of the paper to international audiences.

4. ‘Preservice teacher’ refers here to trainee teachers who are going through their initial training. The terms ‘teacher student’ and ‘student’ are used as synonyms for preservice teacher.

5. A year earlier, I had conducted practitioner interviews as part of a development project on which I worked as an in-service teacher educator. During the interviews, I noticed that several participants found it difficult to discuss the possible shortcomings of the project. By remaining silent about their doubts, the participating teachers were ‘serving up’ what they thought was wanted from them in order not to appear to be challenging partners. For further information, see Mertala (2017a).

6. For further discussion, see Mertala (2017b).

7. Only one student expressed the idea that besides threats, ICT could have something beneficial to add to early childhood education. She wrote that ‘children’s naptime could be enforced by using a developed sound system’ (Student#2). I understand this to mean that with a good sound system, some comforting music (or other calming soundscapes) could be played to children during their naptime to make the situation more relaxed and enjoyable.

8. In Finnish, unlike in English, there are distinct terms for playing a game (pelata); playing a role play, construction play, or imaginary play (leikkiä); and playing an instrument (soittaa), which makes it easier to identify which form of playing participants were referring to, even if there are no clarifying terms such as ‘game’ used.

Additional information

Funding

This work was supported by Jenny ja Antti Wihurin Rahasto.