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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.
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
URL: https://doi.org/10.25304/rlt.v27.2033
DOI: 10.25304/rlt.v27.2033
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