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Embedding educational technologies in early years education

Lookup NU author(s): Dr Christine JackORCiD



This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0).


This survey of 335 practitioners builds on research which challenged the view that educational technologies are rarely used in early years settings. Previous research tends to focus on individual devices. This research looks at the range of devices being used and, instead of investigating how often they are used, considers how they support pedagogical practice. Findings support the view that early years practitioners are accessing a wider range of technologies and that these technologies are being used in more pedagogically appropriate ways than has previously been reported. Educational technologies appear to be increasingly embedded within early years education. Overall, attitudes towards educational technology are positive. Beliefs, however, are more likely to be linked to the social rationale, that children need access to technology because they are surrounded by it in everyday life, than the pedagogical rationale, that technology enhances learning. It may be necessary to review documentation to ensure that policy and practice focus more specifically on learning and teaching.

Publication metadata

Author(s): Jack C, Higgins SE

Publication type: Article

Publication status: Published

Journal: Research in Learning Technology

Year: 2019

Volume: 27

Pages: 1-17

Online publication date: 22/01/2019

Acceptance date: 22/01/2019

Date deposited: 01/08/2019

ISSN (print): 2156-7069

ISSN (electronic): 2156-7077

Publisher: Routledge


DOI: 10.25304/rlt.v27.2033


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