Neoliberal Technological Devices and Articulations of Teaching Young Children: A Case Study of Preservice Teachers Using iPads in Their Teacher Education Program

Autor/inn/en	Brown, Christopher P.; Englehardt, Joanna
Titel	Neoliberal Technological Devices and Articulations of Teaching Young Children: A Case Study of Preservice Teachers Using iPads in Their Teacher Education Program
Quelle	In: Journal of Early Childhood Research, 17 (2019) 2, S.88-103 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brown, Christopher P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X18812214
Schlagwörter	Neoliberalism; Preschool Education; Teaching Methods; Handheld Devices; Teacher Role; Preservice Teachers; Preschool Teachers; Technology Integration; Academic Achievement; Individualism; Learning Processes; Case Studies; Technology Uses in Education; Teacher Education Programs + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Pre-school education; Vorschulerziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Schulleistung; Individualismus; Learning process; Lernprozess; Case study; Fallstudie; Case Study; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	The global shift toward neoliberalism continues to impact early childhood in numerous ways. One example of this shift is the push by education stakeholders for the incorporation of technology into the teaching of young children. Advocates contend implementing such technology in the classroom will increase children's academic performance and provide them with the skills needed to attain well-paying jobs in the future. Such rhetoric creates a new set of challenges for early educators who seek to resist this neoliberal shift toward individualism and the framing of education as a process of learning, earning, and consuming. The case study examined in this article begins to address this issue by investigating how utilizing iPads in the process of becoming a teacher affected a sample of preservice teachers' articulations of their roles as educators. Investigating and analyzing their experiences provides members of the early childhood community with steps they might take to assist early educators in framing their roles as teachers through democratic conceptions of practice that they can then implement within their early education context. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01