Crayons and iPads: Learning and Teaching of Young Children in the Digital World (SAGE Swifts) by Debra Harwood

Author:Debra Harwood [Harwood, Debra]
Language: eng
Format: azw3
Publisher: SAGE Publications
Published: 2017-04-24T04:00:00+00:00

Roles of Educators

Use of technology and access are equally important. Thus, educators must facilitate children’s use of technology in ways that are relevant and/or empowering (O’Brien & Scharber, 2006). In ECE contexts, this means facilitating children’s agency to use iPads to explore and engage with the world around them in creative and unique ways (Hatherly & Chapman, 2013). Children should be encouraged to use voice recordings, photography, video and creative applications such as Story Maker. Exploring, documenting and representing their interests can engage children with iPads as producers and inventors (Rowsell & Harwood, 2015).

Alongside my fellow researchers, I observed instances where children created stories that included elements of multimedia (Woloshyn, Grierson and Lane, this volume). Such opportunities were not solely contingent on access to the iPads, rather educators often provoked or encouraged children to use the iPads in very specific ways. These methods were connected to the educators’ abilities to effectively integrate technology into classroom practices and a general perception of technology as an important tool for use within ECE contexts (Cviko, McKenney & Voogt, 2014; Hutchinson & Reinking, 2011). Importantly, educators who feel uncomfortable using technology or who lack a technological pedagogy may not effectively encourage iPad use within their classrooms (Hatherly & Chapman, 2013).

The educators I encountered had varied levels of ‘comfort’ with using technology with two educators self-reporting their level as a novice, one as a comfortable beginner, and one as an expert. Throughout the study, the novice adopted varied strategies in both her own learning and teaching. Such strategies included seeking support from her teaching partner, experimenting with apps and questioning the research team. Throughout, she demonstrated an eagerness to learn and a willingness to take risks within her pedagogy. Toward the end of the observations, the teacher reported more comfort in using the iPads in her practice and encouraged greater risk-taking with the children (e.g., outdoor filming and story creations).

Educators with positive perceptions towards technology are more likely to use technology in their classes as opposed to teachers who are concerned about their own technological skills (Cviko et al., 2014). In addition to skill, educator beliefs influence technology integration (Cviko et al., 2014). Thus, educators who conceive of technology as a support for children’s learning are more likely to promote its use. In addition, the promotion of technology within ECE may also be facilitated by broader educational goals and community support (Hermans, Tondeur, van Braak & Valcke, 2008).

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