“How Can I Use Digital Technology as a Pedagogical Approach in My Early Childhood Education and Care Setting to Enhance Children’s Learning Opportunities” An Action Research Study

Spain, Kellymarie (2023) “How Can I Use Digital Technology as a Pedagogical Approach in My Early Childhood Education and Care Setting to Enhance Children’s Learning Opportunities” An Action Research Study. Masters thesis, Dublin, National College of Ireland.

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Abstract

Literature indicates that while the use of digital technology in young children’s lives has increased over the last decade in their home environments the same is not being provided for them in Early Childhood Care and Education settings (Marsh et al., 2015). Perspectives and attitudes of early childhood educators towards the use of digital technology in ECEC are controversial specifically the challenges and barriers of integrating digital technology into educational practice. Educators have been found to lack knowledge, skills, abilities, in the use of digital technology, further there are challenges with funding, resources, self-confidence and availability of equipment (Marsh et al., 2017). Globally, due to the response to digitalisation the (OECD, 2023) made the request for the review of early childhood curriculum frameworks currently being used in ECEC to allow for the integration of digital technology to support children in all areas of their development. Whereas, in Irish context recommendations have been made for educators to introduce technology as a pedagogical tool into practice, so that exemplars can inform fellow associates of its effectiveness (DES, 2020). This research proposed to investigate and gain insights into how I can use digital technology as a pedagogical approach to enhance children’s learning experiences in my early childhood education setting. An action research study using observations, field notes, children’s artefacts and video recordings was employed as the method of data collection. This involved the participation of nineteen preschool children and three early childhood educators with a significant degree of experience working in diverse ECCE settings in Dublin. Key findings suggest that digital technology can be used as a pedagogical tool in ECEC to enhance children’s learning opportunities. Specifically, stop motion to increase opportunity to engage in creative thinking processes, develop concrete concepts while supporting the promotion of children’s communication, collaborative, language, and problem-solving skills. The role of the educator needs to be taken into consideration as findings from this research correspond with literature that suggests early childhood educators endure barriers and challenges when integrating digital technology into ECEC practice (March et al., 2017).

Item Type:	Thesis (Masters)
Supervisors:	Name Email Oke, Meera UNSPECIFIED
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education > Early childhood education L Education > LC Special aspects / Types of education > E-Learning
Divisions:	Centre for Education and Lifelong Learning > Master of Arts in Educational Practice
Depositing User:	Tamara Malone
Date Deposited:	23 Aug 2024 15:45
Last Modified:	23 Aug 2024 15:45
URI:	https://norma.ncirl.ie/id/eprint/7058

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