lnu.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Can we let computers change practice? Educators’ interpretations of preschool tradition
Linnaeus University, Faculty of Science and Engineering, School of Natural Sciences. (Network for Science Education Research & Development)ORCID iD: 0000-0001-9132-8615
Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.ORCID iD: 0000-0002-4221-3464
2012 (English)In: Computers in human behavior, ISSN 0747-5632, E-ISSN 1873-7692, Vol. 28, no 5, 1728-1737 p.Article in journal (Refereed) Published
Abstract [en]

The introduction of ICT into preschool practice is generally lagging. However, there is a variation regarding use of new technology. Hence, the aim of this study is to analyze which are the possibilities and difficulties to embed computers into preschool practice. Data consists of naturalistic texts from 31 preschool teacher students revealing their experiences from trying to embed computers into practice. Analysis of data was guided by a framework adapted from Giddens’ structuration theory, focussing on students’ drawing on tradition and on knowledge claims when justifying their stances. Results show ambivalence to computer use. However, two groups of students emerged. One group embraced the new technology, whereas the other group conceived new technology as a threat to tradition. Depending on how activities are interpreted to fit into preschool tradition, using computers can or cannot be justified. Understanding tradition, as partially values and partially routines, provides possibilities to modify preschool practice to include computer activities. Knowledge claims, for example pertaining to developmental stimulation, can also be used as justifications for embedding computers into preschool practice. If, however, values appear to be threatened, tradition as well as knowledge claims can be used to justify protection against using computers in preschool practice.

Place, publisher, year, edition, pages
Elsevier, 2012. Vol. 28, no 5, 1728-1737 p.
Keyword [en]
Attitude, Computer, Knowledge claim, Preschool, Tradition, Values
National Category
Didactics
Research subject
Computer and Information Sciences Computer Science; Pedagogics and Educational Sciences, General Didactics; Natural Science, Science Education
Identifiers
URN: urn:nbn:se:lnu:diva-21314DOI: 10.1016/j.chb.2012.04.012Scopus ID: 2-s2.0-84863718469OAI: oai:DiVA.org:lnu-21314DiVA: diva2:547335
Available from: 2012-08-27 Created: 2012-08-27 Last updated: 2017-12-07Bibliographically approved

Open Access in DiVA

No full text

Other links

Publisher's full textScopushttp://dx.doi.org/10.1016/j.chb.2012.04.012

Authority records BETA

Lindahl, MatsFolkesson, Anne-Mari

Search in DiVA

By author/editor
Lindahl, MatsFolkesson, Anne-Mari
By organisation
School of Natural SciencesSchool of Education, Psychology and Sport Science
In the same journal
Computers in human behavior
Didactics

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 808 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf