Digital Technologies in Early Childhood Education -- A Frame Analysis of Preservice Teachers' Perceptions

Autor/in	Mertala, Pekka
Titel	Digital Technologies in Early Childhood Education -- A Frame Analysis of Preservice Teachers' Perceptions
Quelle	In: Early Child Development and Care, 189 (2019) 8, S.1228-1241 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mertala, Pekka)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2017.1372756
Schlagwörter	Educational Technology; Technology Integration; Early Childhood Education; Preservice Teachers; Student Attitudes; Access to Computers; Family Environment; Young Children; Age; Developmentally Appropriate Practices + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Schülerverhalten; Familienmilieu; Frühe Kindheit; Alter; Lebensalter; Entwicklungsbezogene Bildung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01