Teachers’ beliefs about technology integration in early childhood education: A meta-ethnographical synthesis of qualitative research

Abstract

There is a body of evidence suggesting that instead of concentrating only on teaching and learning (the education task), teachers believe that their tasks are to care for their students social, emotional, and physical needs (the caring task), and to raise them to be and become functional members of society (the socialization task). However, this diversity has not been acknowledged in teachers' beliefs research done in technology integration context. To provide a more nuanced understanding of the variety and role of teachers' beliefs about technology integration this study has synthesized 35 qualitative empirical research studies via the method of meta-ethnography. The focus is on early childhood education (ECE) as so far, no reviews on early childhood teachers' beliefs have been conducted. The synthesis suggests, that education, socialization, and care all have a meaningful role in teachers' beliefs towards technology use in ECE. Each of these tasks and dimensions were identified from teachers' beliefs for or against integrating technology into ECE practices. The synthesis also suggests, that teachers' beliefs are shaped by macroand micro-contextual factors including national educational policies and personal experiences. Implications for teacher education are discussed. Highlights First review study on early childhood teachers' beliefs about technology integration (TI) First review study to map the contextual factors behind teachers' beliefs in TI Broadens the pedagogical perspective to teachers' beliefs in TI-context Identifies macro-and micro-contextual factors that shape teachers' beliefs about TI

Visual arts pedagogy in early childhood contexts: The baggage of self-efficacy beliefs, pedagogical knowledge and limited pre-service training

“…Educator self-efficacy beliefs influence pedagogical choices and are influenced by personal experience and subject domain beliefs developed during childhood, pre-service training and in-service contexts (Bilton, 2020; Garvis, 2012b; Lemon & Garvis, 2013; McArdle, 2013, 2016; Mertala, 2019). Biesta et al (2015) note that pedagogical confusion is fuelled by teachers’ personal beliefs about children, the role of the teacher and the purpose of education and a lack of robust professional discourse during pre-service training and professional development.…”

“…Scholars reference such persistent beliefs as the ‘baggage’ students bring to pre-service coursework (Klopper & Power, 2010; McArdle, 2013). Acknowledging that beliefs can change over time through the influences of training, experience and work contexts, Mertala (2019) explains that personal beliefs born of early experiences are typically resistant to change and highlights the need for pre-service training contexts to better address pre-service teacher beliefs about subject domains. Eisner’s (1973–1974) null curriculum hypothesis explains that what is not taught by a teacher due to limited subject knowledge and confidence may significantly affect both children’s learning and development and the future pedagogy of educators; producing a negative cycle of influence (Garvis et al, 2011).…”

Two worlds collide? The role of Chinese traditions and Western influences in Chinese preservice teachers’ perceptions of appropriate technology use

“…One explanation for the age‐based time limits is, that teachers typically approach ECE for the youngest of children from more care—than education‐oriented frame and, thus, they see that technology use is neither important nor beneficial to this age group (Mertala, 2019). The view, that technology use is not necessary with the youngest ones is common among Chinese in‐service teachers as well (Weng & Li, 2018).…”

“…Early childhood teachers typically connotate play with motoric and tactile activities (eg, rough-and-tumble play) and imagination (eg, make-believe play) (Ranz-Smith, 2007;Sherwood & Reifel, 2010), whereas technology use is connoted with physical passivity and seen as a threat to children's creativity and imagination (Starčič, Cotic, Solomonides, & Volk, 2016). Such views are often derived from teachers' personal experiences and observations regarding young children and technology, which can be rather anecdotal by nature (Mertala, 2019).…”

“…While early childhood teachers’ perceptions about the benefits and disadvantages of educational technology integration have been subject of moderate amount of empirical research (Hatzigianni & Kalaitzidis, 2018; Lindahl & Folkesson, 2012; Palaiologou, 2016) the current stage of research is Western‐centered and focused mainly on in‐service teachers (Mertala, 2019). This qualitative research contributes to broadening the geographical and participatory sphere by analyzing Chinese preservice teacher (PST) perceptions of appropriate technology use in early childhood education (ECE), which here refers to institutional education of children from zero to six.…”