The impact of changing policies about technology on the professional development needs of early years educators in England

Abstract

This paper considers the implications of UK policy approaches to ICT (Information Communication Technology) in education by exploring the views of early years (0–8 years) educators about their ICT CPD (continuing professional development) needs. UK policy approaches to ICT may be visualised as a ‘house that Jack built’. The policies are cumulative and they can be interpreted as being flawed due to their contradictory nature. As ICT educational policies in the UK are shaped by politicians, the contradictory policy approaches are a consequence of different political ideals. Recent research has identified a significant gap in early years practitioners’ knowledge and their understanding of pedagogical practice in relation to technology. Attention is drawn to the importance of facilitating an innovative use of technology within pedagogy in early years. For this to happen it is important to facilitate CPD that responds to the needs of early years pedagogical practitioners. The paper explores how CPD can be developed in this area by reflecting on the views of selected participants about their technology CPD needs.

Keywords:

• information communication technology
• continuing professional development
• early years

Funding

This article was supported by the Teesside University Research Fund.