The confidence and competence in information and communication technologies of practitioners, parents and young children in the Early Years Foundation Stage

The role of motive objects in early childhood teacher development concerning children’s digital play and play-based learning in early childhood curricula

“…The results raise research questions that call for more targeted studies of teacher technology competence. (2006, p. 183) The claim that early childhood teachers' limited uptake of digital technologies can be traced back to teachers' attitudes and skills, or their confidence in using technologies to realise pedagogical goals (see, for example, McManis and Gunnewig 2012, Aubrey and Dahl 2014), is highly problematic because it implies that classroom practices arise primarily from the internal mental structures of individual teachers, such as beliefs. If this is so, then the role of professional development is to reshape these internal structures so that new knowledge, attitudes and skills are developed in ways that are subsequently evident in classroom practice.…”

Fun and games - Finnish children’s ideas for the use of digital media in preschool

“…McKenney & Voogt, 2010) or as interpretation (e.g. Aubrey & Dahl, 2014;Morgan, 2010), not as a combination. Thus monotype mixed analysis wasn't chosen just because of the suitability (Biesta, 2010;Johnson & Onwuegbuzie, 2004;Onwuegbuzie et al, 2007), but also as a means for providing a more comprehensive picture of the phenomenon under discussion.…”

“…Teachers might ask children to tell them about their favorite games through visual methods, such as drawing, to support their thinking and narration. This approach first positions children as experts and their teachers -who have been found to be unfamiliar with the contemporary digital media culture of children (Aubrey & Dahl, 2014) -can learn a great deal from them. But, at the same time, teachers can guide the children's attention towards the things they are not yet aware of.…”

“…Buckingham (2015) also emphasizes that educators need to be aware of children's experiences of digital media. However, according to Aubrey & Dahl (2014), such knowledge is rare among the ECE practitioners. Nonetheless, Finnish children's domestic media use has been studied regularly during the 2010s.…”

“…Blackwell, Lauricella & Wartella, 2016;Kerckaert, Vanderlinde & van Braak, 2015), and the ones that have paid firsthand attention to children have often focused on children's reports of what they do with digital media (e.g. Aubrey & Dahl, 2014;McKenney & Voogt, 2010). Studies where children evaluate the existing practices or express their ideas about the use of digital media in educational settings are rare and often concentrate on older children (Selwyn, Boraschi & Özkula, 2009a;Selwyn, Potter & Cranmer, 2009b;cf.…”