Digital Technologies and Early Childhood Educator 'Control'

Autor/inn/en	Susan Grieshaber; Jane Caughey
Titel	Digital Technologies and Early Childhood Educator 'Control'
Quelle	In: Australian Educational Researcher, 53 (2026) 2, Artikel 34Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (Susan Grieshaber)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-026-00960-7
Schlagwörter	Forschungsbericht; Foreign Countries; Technology Uses in Education; Early Childhood Teachers; Teacher Attitudes; Early Childhood Education; Educational Policy; Technology Integration; Australia + Suchen Sie Ihr Suchwort? Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Education; Politics of education; Bildungspolitik; Australien
Abstract	In Australian early childhood education (ECE), recent policy requires children to be provided with opportunities to use digital technologies independently, safely, and in healthy ways. While there has been reluctance to integrate media and digital technologies, educators have taken up the challenge, with some experiencing difficulty in relinquishing control of digital devices. This article addresses the idea of control, using data from a case study involving 10 educators that was framed by a cultural studies of technologies approach. Educators discussed the benefits for children and educators of relinquishing control so children could use technologies independently and safely. Data were first analysed deductively for educator control and then inductively to identify six themes. Nine of the 10 participants were initially hesitant to use media and digital technologies in everyday practice. The data attend to a pedagogical dilemma because of Australian policy requirements, and the United Nations decree, concerning children's fundamental rights to autonomy and safety when using digital technologies, which is difficult to achieve unless children are taught about safety and provided with opportunities opportunities to learn to use digital technologies independently. Drawing on their informed knowledge about individual children and established classroom practices, educators engaged in pedagogical risk-taking which supported children to develop relational agency and use digital devices independently within ECE settings. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2026/3/08