Integration of digital technologies into play-based pedagogy in Kuwaiti early childhood education: teachers’ views, attitudes and aptitudes

Aldhafeeri, Fayiz; Palaiologou, Ioanna; Folorunsho, Aderonke

doi:10.1080/09669760.2016.1172477

Cited by 68 publications

(58 citation statements)

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“…Teachers' perspectives on digital technology use in writing lessons will ultimately shape the experiences and opportunities for children to use digital technology in literacy learning in the classroom (Aldhafeeri et al, 2016;Mertala, 2017). Whilst all of the teachers in this study were very positive about the potential of the use of iPads in writing lessons to engage and British Journal of Educational Technology motivate children, including reluctant learners, and the benefits of the multimodal nature of the created texts in allowing all children to experience success in "writing" stories through visual, verbal and print modes, they were ultimately still constrained by print-centric expectations of a primary classroom (see Loerts & Heydon, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…The introduction of tablet devices into schools is not without its controversies (Clark & Luckin, 2013) and Merchant (2012) suggests that such technology can disturb the "fragile ecology" of classroom life by opening up the possibilities for different kinds of learning, communication and interactions. Indeed, it is suggested that hesitation towards the use of digital technology is not due to a lack of technological resources, rather it is due to the teachers' aptitudes and attitudes (Aldhafeeri et al, 2016). Burnett (2015) further suggests that while many teachers may be active participants in digital technologies in their own lives, they may see such practices as inappropriate in the classroom setting.…”

Section: What This Paper Addsmentioning

confidence: 99%

“…Children want to be involved in literacy activities that are authentic and have “real‐worldliness” (Tolentino & Lawson, , p. 62) with deep, personal meaning and for many children this genuine, meaningful engagement happens with the use of digital technology. The central role of digital technology in the daily lives of children and their families (Neumann & Neumann, ) emphasises that children's interactions and experiences with digital texts can no longer be ignored as they are an integral part of their repertoire of activities (Aldhafeeri, Palaiologou, & Folorunsho, ). Consequently, there is an urgent need for contemporary teaching practices to change in order to bring this relevance to children's learning about writing into the classroom.…”

Section: Introductionmentioning

confidence: 99%

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Writing and iPads in the early years: Perspectives from within the classroom

Dunn¹,

Sweeney²

2018

Brit J Educational Tech

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Writing is a complex and effortful activity and recent surveys indicate that fewer children are enjoying writing or engaging in writing outside of school. Yet compositional writing is a part of the primary curriculum and is an essential part of education. This small‐scale international study aimed to garner the views of primary school teachers and children on using iPads in teaching compositional writing and how this writing differed from using paper and pencils. Three teachers and classes of primary school children in Northern Ireland and in the Republic of Ireland participated in the study. Individual interviews with the teachers, focus groups with the children and child‐led virtual tours of the iPad were all used to gather perspectives. All participants reported on the benefits of using iPads to teach compositional writing. These included fun and enjoyment, greater choice and creativity, the value of multimodal communication and assistance with spelling. However, all participants also advocated a balanced approach to the teaching of compositional writing.

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Section: Discussionmentioning

confidence: 99%

Section: What This Paper Addsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Writing and iPads in the early years: Perspectives from within the classroom

Dunn¹,

Sweeney²

2018

Brit J Educational Tech

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“…Therefore, Rogoff’s planes provided a lens that enabled participants to be understood within the unique complexities of their context. This approach is important as it enabled investigation of stakeholder knowledge of technology as a tool or resource in play‐based learning (cultural capital) alongside and understanding of their attitudes and beliefs (habitus) (Aldhafeeri et al, ).…”

Section: Methodsmentioning

confidence: 99%

Supporting young children as digital citizens: The importance of shared understandings of technology to support integration in play‐based learning

Johnston¹,

Highfield²,

Hadley³

2018

Brit J Educational Tech

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The ubiquity of technology in contemporary society positions it as a significant cultural tool in children’s lives. Definitions, conceptualisations and understandings of the relevance of technology are diverse which can hinder integration of technology in early learning settings. This paper presents findings from a doctoral research project that investigated Australian educator beliefs and practices in relation to technology integration within play‐based curriculums for children aged three to five years. The key findings presented relate to creating connections and shared conceptualisations of technology between educators, families and directors of early learning services. Shared understandings of the sociocultural relevance of diverse technological tools were found to facilitate technology integration in the curriculum. Rogoff’s (1995) three planes of analysis were utilised to identify and understand the interplay between the personal, interpersonal and community levels of sociocultural activity. A significant implication is identification of the need for professional discussion, professional learning and critical reflection opportunities to extend educator understandings of technology as socially, culturally, and pedagogically relevant for young children. Sharing this knowledge in collaborative partnerships between educators, families and management can support children’s development as digital citizens.

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“…The last one looked at technology use in settings. Its findings referred to how often technology was used and which curriculum areas it supported, but there were no references to what technology was actually being used for (Aldhafeeri, Palaiologou, and Folorunsho 2016). This finding is similar to that of Burnett (2010), while her search criteria allowed for the identification of studies using a wide range of technologies, all of the studies in her review were based on computer applications.…”

mentioning

confidence: 96%

What is educational technology and how is it being used to support teaching and learning in the early years?

Jack

Higgins

2018

International Journal of Early Years Education

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The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details.Steve Higgins is a professor at the School of Education, Durham University. His research interests include the area of effective use of information and communications technology (ICT) and digital technologies for learning in schools.2 What is educational technology and how is it being used to support teaching and learning in the early years?There are many digital technologies available to support teaching and learning.Historically the focus has tended to be on computers, but this has extended to include interactive whiteboards and tablets. As well as these technologies, which were originally designed for adults, there are devices specifically designed to support teaching and learning in the early years. These tend to be overlooked in the literature. This project aimed to find out if this reflected practice in early years settings.Participants from twenty early years settings in the North East of England were asked about 'educational technologies'. This term was deliberately not defined, the aim was to find out what they thought it meant. They were asked about the technology they had, and how it was being used. This provided an opportunity to explore whether their use of technology fit with their beliefs about teaching and learning.Findings suggest that technology is seen as more than computers and that technology is being used to support a broad range of activities in line with practitioners' pedagogical beliefs. Early years and technology[Technology] has opened new ways of working that I have never seen before… This quote, from one participant, reflects a position that has been seen many times over the last couple of decades: technology can make a significant, positive impact on teaching and learning (Couse and Chen 2010; Higgins, Xiao, and Katsipataki 2012).However, opposing views are seen just as frequently, in social media, websites, blogs, mainstream media and publications (Hall and Higgins 2002; Marsh 2005, 181). 3 Given such different opinions this research was designed to find out what is actually happening in early years settings. One key issue is the definition of educational technology, is there consistency between curriculum documentation, the literature and practitioners' understanding of the term? Technology in the Early Years CurriculumEven in 1990 (Rumbold), curriculum documentation in the UK referred to more than just computers, with references to toys and domestic technology. The Desirable Learning Outcomes (School Curriculum and Assessment Authority and Department fo...

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Integration of digital technologies into play-based pedagogy in Kuwaiti early childhood education: teachers’ views, attitudes and aptitudes

Cited by 68 publications

References 47 publications

Writing and iPads in the early years: Perspectives from within the classroom

Writing and iPads in the early years: Perspectives from within the classroom

Supporting young children as digital citizens: The importance of shared understandings of technology to support integration in play‐based learning

What is educational technology and how is it being used to support teaching and learning in the early years?

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