Early Childhood Pre-service Teachers' Perceptions of Teaching Technology to Children in Japan and the United States

Izumi-Taylor, Satomi; Ito, Yoko; Gibbons, Andrew

doi:10.2304/rcie.2010.5.4.408

Cited by 12 publications

(16 citation statements)

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“…© 2015 Author(s). This is an Open Access article distributed under the terms of the Creative Commons CC-BY-NC-SA 4.0 License (http://creativecommons.org/licenses/by-nc-sa/4.0/ experiences of and attitudes to digital media, such as how such media are conceptualised and eventually used in the preschool setting (Ihmeideh, 2009;Izumi-Taylor, Ito, & Gibbons, 2010). Such experiences and attitudes tend to be, as seen from the above, burdened by the notion of preschool as a place away from the threats of the contemporary, that is, as a safe haven for the young.…”

Section: Digital Media and The Preschoolmentioning

confidence: 99%

‘We have to be professional’ – Swedish preschool teachers’ conceptualisation of digital media

Hernwall¹

2016

NJDL

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This paper describes how a group of preschool teachers participating in a design workshop sketched ideas for how ICT (information and communication technology) can be developed in relation to preschool practice. The design process, which was modelled on creative research methods and future workshops, is presented in detail. The main findings, based on a data-driven analysis of verbal and written statements and design sketches, show that ICT is mainly conceptualised as either a possibility in the support of specific competences (such as language development) or a threat to, for example, the notion of real communication and also to well-established conceptualisations of preschool practice. Keywords Preschool Teachers, Future Workshop, Design THEME AND OBJECTIVEIn times when digital media are ubiquitous, and more and more children use an increasing variety of digital media at an earlier age than ever before, such media are still new phenomena within many formal educational settings in general, and in preschool practice in particular. Even though there are testimonials of benefits from using digital media in preschool, from research as well as practice, the actual use of information and communication technology (ICT) in preschool is limited. This article addresses this complexity, by investigating Swedish preschool teachers' conceptualisation of digital media, in order to better understand what possibilities, and obstacles, preschool teachers experience in using digital media in their everyday pedagogical profession. The assumption is that it is of uttermost importance that pedagogical staff within formal educational settings develop a critical understanding and an adequate use of such media, in order to better meet the needs and expectations of young children.In this vein, a workshop with twelve preschool teachers was conducted in January 2014, focusing on how ICT in general, and tablets in particular, can be used and developed to support the development of young children. The introductory literature review will therefore focus on what qualities ICT brings to preschool (and early childhood education) practice, rather than elaborating on studies concerning the challenges of implementation (Howard, Miles, & Rees-

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Section: Digital Media and The Preschoolmentioning

confidence: 99%

‘We have to be professional’ – Swedish preschool teachers’ conceptualisation of digital media

Hernwall¹

2016

NJDL

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“…The second author translated American fathers' responses into Japanese, and two Japanese bilingual educators then reviewed each response and reached consensus on translation (Izumi-Taylor, Ito, & Gibbons, 2010). Using qualitative analysis, we coded and categorised the data (Lichtman, 2010).…”

Section: Discussionmentioning

confidence: 99%

A comparative study of fathers' thoughts about fatherhood in the USA and Japan

Ito¹,

Izumi-Taylor²

2013

Early Child Development and Care

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The purpose of this study was to examine American and Japanese fathers' perspectives of fathering. The participants consisted of 25 American and 25 Japanese fathers. The data came from written responses of American and Japanese fathers. Qualitative analysis of the data yielded the following three themes: family structure and its influences, involvement with children and childrearing goals. These fathers described similar perspectives regarding fathering, and they were influenced by their own fathers' childrearing practices. American participants had more divorced parents than their Japanese counterparts, and they had less involvement with their own fathers during childhood, while all Japanese participants had both parents and had involved fathers. American participants considered fathers as persons who balance love and discipline, while Japanese participants viewed fathers should share childrearing with their wives. American men wanted to know how to help with children's spiritual development, while Japanese men desired to acquire childrearing skills.

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“…To prepare and to preserve: The twofold educational task of early childhood education Almost all of the preservice teachers referred to the technologization and digitalization of contemporary society in their essays (see also Izumi-Taylor et al, 2010;Lindahl & Folkesson, 2012a, 2012b, but the views of how early childhood education should react to this societal change varied. In some essays, the preservice teachers emphasized that early childhood education should prepare children for a highly digitalized society (preparation), while in others, they noted that a key task of early childhood education is to ensure that traditional activities remain a part of young children's lives (preservation).…”

Section: Beware the Positive: Digital Games And Playful Learningmentioning

confidence: 99%

Two worlds collide? Mapping the third space of ICT integration in early childhood education

Mertala¹

2019

Preprint

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The current stage of early years information and communication technology (ICT) integration research has been criticized for not paying enough attention to the unique pedagogical features of early childhood education. Similarly, children’s views about educational use of ICT have been underrepresented in research. This dissertation study contributes to resolving these gaps in the literature by exploring children’s ideas and preservice teachers’ beliefs regarding the role of ICT in early childhood education.The study consists of two data sets that are reported in three empirical articles. The first study focused on children’s ideas and their contextual roots. The second study explored preservice teachers’ beliefs about children and ICT at home. The third study investigated preservice teachers’ perceptions of ICT integration through the frames of teaching, education, and care, referred to as the EDUCARE approach. In this compilation, the findings of the empirical studies are scrutinized through the analytical device of third space theory.The findings suggest that there is a dissonance between the meanings children and preservice teachers give to ICT use. Children conceptualized ICT use as a leisure activity whereas preservice teachers approached ICT mainly through learning. The findings also imply that although EDUCARE has been described as a holistic framework in the context of ICT integration, the framework acts as a disintegrating vehicle: When ICT integration was approached from the perspective of teaching, the views were mainly positive. When the perspective was changed to care, the views were profoundly negative. Care-related concerns were associated with preservice teachers’ beliefs about children’s use of ICT at home being extensive and unregulated. Another exaggerated belief was considering children born-competent ICT users.The results of this study have several implications for early childhood education, as well as preservice teacher education. To make ICT pedagogy truly meaningful for children, ICT should be approached as a cultural form, and space should be given for children’s views, values, and experiences. Additionally, educational technology courses need to pay more attention to aspects of care, as well as to preservice teachers’ often unrealistic beliefs about children and technology.

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Early Childhood Pre-service Teachers' Perceptions of Teaching Technology to Children in Japan and the United States

Cited by 12 publications

References 12 publications

‘We have to be professional’ – Swedish preschool teachers’ conceptualisation of digital media

‘We have to be professional’ – Swedish preschool teachers’ conceptualisation of digital media

A comparative study of fathers' thoughts about fatherhood in the USA and Japan

Two worlds collide? Mapping the third space of ICT integration in early childhood education

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