‘We don’t just do what we’re told to do!’ Exploring pedagogical technology development needs

Hdl Handle:
http://hdl.handle.net/10149/578705
Title:
‘We don’t just do what we’re told to do!’ Exploring pedagogical technology development needs
Authors:
Ingleby, E. (Ewan)
Affiliation:
Teesside University. Social Futures Institute
Citation:
Ingleby, E. (2015) '‘We don’t just do what we’re told to do!’ Exploring pedagogical technology development needs' International Journal of Early Years Education; Published online: 29 Oct 2015
Publisher:
Taylor and Francis
Journal:
International Journal of Early Years Education
Issue Date:
29-Oct-2015
URI:
http://hdl.handle.net/10149/578705
DOI:
10.1080/09669760.2015.1099038
Abstract:
This article investigates the application of technology to pedagogy in early years. The research considers the perceptions of technology that are held by a variety of practitioners in a range of settings. The research explores the factors influencing the participants’ interpretation of the pedagogical value of technology by asking two questions. Do the participants follow policymakers who support the application of technology to pedagogy? Do the participants mirror academic research in this area by considering that ‘e is only best’ when it is applied to pedagogy to develop creative thinking? The study is based in England and draws on the experiences of 16 practitioners who are working in either private or statutory nursery settings. The research is based on an inductive qualitative methodology that has gathered the participants’ views on the benefits of technology for pedagogy in early years. The research reveals that a range of personal, social and professional factors influence the participants’ pedagogy with technology. The article identifies the challenges that exist for the professional development of these early years educators in this area of pedagogy.
Type:
Article
Language:
en
Keywords:
technology; pedagogy; professional development; qualitative research
ISSN:
0966-9760
Rights:
Following 18month embargo author can archive post-print (ie final draft post-refereeing). For full details see http://sherpa.ac.uk/romeo [Accessed: 24/09/2015]

Full metadata record

DC FieldValue Language
dc.contributor.authorIngleby, E. (Ewan)en
dc.date2015-09-18en
dc.date.accessioned2015-09-24T14:11:13Zen
dc.date.available2015-09-24T14:11:13Zen
dc.date.issued2015-10-29en
dc.identifier.citationInternational Journal of Early Years Education; Published online: 29 Oct 2015en
dc.identifier.issn0966-9760en
dc.identifier.doi10.1080/09669760.2015.1099038en
dc.identifier.urihttp://hdl.handle.net/10149/578705en
dc.description.abstractThis article investigates the application of technology to pedagogy in early years. The research considers the perceptions of technology that are held by a variety of practitioners in a range of settings. The research explores the factors influencing the participants’ interpretation of the pedagogical value of technology by asking two questions. Do the participants follow policymakers who support the application of technology to pedagogy? Do the participants mirror academic research in this area by considering that ‘e is only best’ when it is applied to pedagogy to develop creative thinking? The study is based in England and draws on the experiences of 16 practitioners who are working in either private or statutory nursery settings. The research is based on an inductive qualitative methodology that has gathered the participants’ views on the benefits of technology for pedagogy in early years. The research reveals that a range of personal, social and professional factors influence the participants’ pedagogy with technology. The article identifies the challenges that exist for the professional development of these early years educators in this area of pedagogy.en
dc.language.isoenen
dc.publisherTaylor and Francisen
dc.rightsFollowing 18month embargo author can archive post-print (ie final draft post-refereeing). For full details see http://sherpa.ac.uk/romeo [Accessed: 24/09/2015]en
dc.subjecttechnologyen
dc.subjectpedagogyen
dc.subjectprofessional developmenten
dc.subjectqualitative researchen
dc.title‘We don’t just do what we’re told to do!’ Exploring pedagogical technology development needsen
dc.typeArticleen
dc.contributor.departmentTeesside University. Social Futures Instituteen
dc.identifier.journalInternational Journal of Early Years Educationen
or.citation.harvardIngleby, E. (2015) '‘We don’t just do what we’re told to do!’ Exploring pedagogical technology development needs' International Journal of Early Years Education; Published online: 29 Oct 2015en
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