Analysing Teachers’ Representations of Digital Technology Using a Grounded Theory Approach

Abstract

This research work describes the first work-package of an exploratory study, which examined a group of elementary school teachers' beliefs (representations) about digital technology in the French Polynesian context. The major objective of the study was to provide teacher education programmes with research-based information about the primary school teachers' beliefs and practices about digital technology. The study based its theoretical assumptions about teacher beliefs on the social representations theory and its research design on the grounded theory. The data were collected via interviews using theoretical sampling and theoretical saturation methods. Interviewing and analysis procedures were implemented concurrently through the systematic use of coding and iterative analysis processes. Research results indicated that internal factors such as interest in technology, teachers' DT skills and external factors such as support from administrators and technical maintenance played key roles in shaping teachers' DT practices.

Preschool Teachers’ Beliefs and Pedagogical Practices in the Integration of Technology: A Case for Engaging Young Children in Scientific Inquiry

“…Teachers' use of technology as a pedagogical resource was predominantly used to involve parents and understand children's prior experiences about scientific concepts taught at the preschool. Extending Kermani and Aldemir's (2015) and Ailincai and Gabillon's (2018) findings, this study highlights the point that, when teachers intentionally plan and deliver technologically constructed science experiences for preschoolers, this is believed to present authentic science learning opportunities for children. When teachers' TPK and related teaching practises formulate the cornerstone of developing children's science experiences, this serves as a platform for building children's science engagement.…”

“…This study is of particular importance in light of the recent Organisation for Economic and Collaboration Development (OECD) research report, which highlights how children's higher-order thinking, above and beyond content learning, can be fostered by specific technology-supported pedagogical models (Kärkkäinen & Vincent-Lancrin, 2013). The last two decades of educational research has seen considerable effort invested either in understanding science teaching or only the use of technology to cater for 21 st century learners (Ailincai & Gabillon, 2018;Fleer, 2010Fleer, , 2015Fleer, , 2018Sandoval, Sodian, Koerber, & Wong, 2014), which mainly concerned contexts other than the preschool education. There has not been much research attention on examining teachers' beliefs and the technologically-constructed teaching and learning that can be articulated to aid in preschool children's science engagement.…”

“…The inescapable fact that digital technology is increasingly present within family life, and the reality that many young children are interacting with apps and high-tech toys, has driven early childhood education policy and research to unpack this for preschool teachers (Early Childhood Australia [ECA], 2018). Many researchers worldwide have begun to articulate that, because of the immersed role of technology in young children's everyday life and the rapid changes in technology, there is an urgent need to take into account teachers' technology knowledge as a precursor to understanding how they can engage young children's cognitive engagement, for example, scientific thinking (Ailincai & Gabillon, 2018;Hsu, Liang, Tsai, & Chai, 2014;Voogt, Fisser, Roblin Pareja, Tondeur, & van Braak, 2013).…”

“…Moreover, Marsh et al (2018) have recently suggested that early childhood professionals need to be aware of the growing interest young children have in the use of apps that may relate to having similar fun as they experience with physical toys. Ailincai and Gabillon's (2018) French Polynesian study, although pertaining to elementary school teachers' beliefs about digital technology postulated how internal factors such as interest in technology, teachers' technological skills and extrinsic factors such as support from administrators and technical maintenance play key roles in shaping teachers' practices. Consequently, this creates significant implications for how preschool teachers can meaningfully use technology as an educational tool that will benefit (or even encourage children) in engaging in science experiences.…”

Enseigner l’adoption d’un mode de vie sain et actif en éducation physique et à la santé (EPS) dans un contexte de formation à distance

“…Pour ce faire, certains auteurs suggèrent de procéder par étapes de manière à déterminer un certain alignement pédagogique (Bergeron et Bergeron, 2020 ;Messier, 2020). Une planification bien structurée aurait des avantages sur la gestion de la classe, l'enseignement différencié, l'accès à l'information pour les élèves et une possibilité d'autonomie accrue pour les élèves liée au changement de pratiques des enseignantes et des enseignants (Ailincai et al, 2018).…”