The relational space of educational technology: early childhood students’ views

Demetriou, Kyriakos and Nikiforidou, Zoi (2019) The relational space of educational technology: early childhood students’ views. Global Studies of Childhood. ISSN 2043 6106 (Accepted for Publication)

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Abstract

The aim of this paper is to explore early childhood students’ views on how variations in educational technology might impact young children’s learning experiences in the classroom. Initially, a meta-analysis of thirty-three studies was carried out in order to identify how technology is positioned in children’s lives (m=4.8 years), identifying two key dimensions: one regarding aspects of children’s learning and the other regarding their personal development. At a second stage, two online vignettes, informed by the meta-analysis findings, were completed by forty-five university students studying early childhood studies (N=45). Participants’ understandings of the interplay between the First Space (material space) and the Second Space (mental space based on perceptions and attitudes) were explored from the perspective of Soja’s (1996) Third Space which combines both First and Second spaces. Data shows that alterations in the First Space influence participants’ opinions on the relationship between technology and children’s learning and development. The implications of this study reflect the complexity of educational technology in early years settings where both First and Second spaces play a significant role and provides the opportunity to implement a spatial perspective on how practitioners can become navigators, transformers and constructors of their own technological praxis and practice.

Item Type: Article
Additional Information and Comments: This is the author's post peer review version of an article, the final version will appear in the Sage Publications journal Global Studies of Childhood.
Faculty / Department: Faculty of Education > Early Childhood
Depositing User: Kyriakos Demetriou
Date Deposited: 19 Sep 2019 13:38
Last Modified: 19 Sep 2019 13:38
URI: http://hira.hope.ac.uk/id/eprint/2939

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