Embedding educational technologies in early years education

Jack, C; Higgins, S.E.

Abstract

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.

Citation

Jack, C., & Higgins, S. (2019). Embedding educational technologies in early years education. Research in Learning Technology, 27, Article 2033. https://doi.org/10.25304/rlt.v27.2033

• Journal Article Type: Article
• Acceptance Date: Nov 19, 2018
• Online Publication Date: Jan 22, 2019
• Publication Date: 2019
• Deposit Date: Jan 23, 2019
• Journal: Research in Learning Technology
• Print ISSN: 2156-7069
• Electronic ISSN: 2156-7077
• Publisher: Association for Learning Technology
• Peer Reviewed: Peer Reviewed
• Volume: 27
• Article Number: 2033
• DOI: https://doi.org/10.25304/rlt.v27.2033
• Public URL: https://durham-repository.worktribe.com/output/1304648