ICT in Preschool: Friend or Foe? The Significance of Norms in a Changing Practice
International Journal of Early Years Education Volume 20, Number 4, ISSN 0966-9760
Societal change and prescriptions in curricula demand a change in educational practice. This can create conflicts between practitioners' usual practices (norms) and those prescribed by curricula. One example is the introduction of Information and Communication Technology (ICT) into preschool practice. Hence, our aim is to analyse how norms are used as arguments for or against using computers in preschool practice. Data consist of naturalistic texts from 31 preschool teacher students revealing their experiences in attempting to embed computers into practice. Results show ambivalence to computer use. Two lines of arguments emerged: one embracing the new technology, the other rejecting this new technology. The following arguments were made to justify ICT in preschool: the child as a citizen, the competent child and the active child. Concern was expressed between the teacher's need for control and the child's need for independence and guidance. (Contains 1 figure.)
Lindahl, M.G. & Folkesson, A.M. (2012). ICT in Preschool: Friend or Foe? The Significance of Norms in a Changing Practice. International Journal of Early Years Education, 20(4), 422-436.
Cited ByView References & Citations Map
Nikleia Eteokleous, Frederick University, Cyprus; Efi Nisiforou, Cyprus University of Technology, Cyprus
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 1535–1544
Ellen Hoffman, Department of Learning Design & Technology, University of Hawaii Manoa, United States; Elizabeth Park, Chaminade University, United States; Meng-Fen (Grace) Lin, University of Hawaii Manoa, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 2008–2015
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