Thesis
Early Childhood Educator Decision-Making about Digital Technology: An Unexplored Dimension
Southern Cross University
Doctor of Philosophy (PhD), Southern Cross University
2023
DOI:
https://doi.org/10.25918/thesis.266
Appears in Recent Faculty of Education Publications
Metrics
209 File views/ downloads
341 Record Views
Abstract
Children in Australia spend a large proportion of their time in early childhood education and care settings (ECEC), with young children believed to live digital childhoods, where digital technology is ubiquitous. While there has been a significant increase in the use of digital technologies in all education sectors, little is understood about educators' decisions. At the commencement of this study, there was a shortage of research of Australian early childhood educators' use and decisions about digital technology, with the Early Childhood Australia Statement on young children and digital technologies released in 2018, post data collection.
The study's purpose was twofold: to identify factors influencing their decision-making regarding digital interactive technologies in early childhood education settings and, to understand the educators’ decision-making regarding adopting digital technology in early childhood education settings.
The study reviewed current research and analysed early childhood policies and guidelines provided in Australia. Sixteen early childhood educators participated in semi-structured interviews providing perspectives on practice and decisions with digital technology. Findings were analysed using thematic analysis (Braun & Clarke, 2006) to elucidate the influences on educator decision-making. The findings identified influences on educators' decision-making: the context, which includes the policy, learning frameworks and societal context, the early childhood centre context and educators' experience, confidence, and professional knowledge.
The study is guided by sociocultural theory using an ecological systems model (Bronfenbrenner, 2006). Bronfenbrenner's ecological systems model (2006) was used as a theoretical lens to understand influences on educators' decisions. The decisions were part of an ecological system of influences, with the macro, micro and mesosystems influencing their decision-making about digital technology. The macro system of external contextual influences interacted with the microsystem of educator characteristics as they made decisions about balancing children's future learning against current concerns.
Educators' perspectives of future decisions using digital technology were influenced by the need to balance digital technology practice, children's health and safety, and how it could support relationships with children. Educators' professional knowledge of digital technology, leadership, and resources also acted as influences. The findings revealed that further research is required to examine how best to support and inform early childhood educators' decision-making as they transform education in a time of disruption.
This study contributes to the research on the influences on educators' use of and decision-making with digital technology. It offers insights to inform discussion and debate about supporting early childhood educators' decisions and practice with digital technology in Australian early childhood educational contexts.
Details
- Title
- Early Childhood Educator Decision-Making about Digital Technology: An Unexplored Dimension
- Creators
- Jubilee Smith
- Contributors
- Wendy Boyd (Supervisor) - Southern Cross UniversityAlicia Jane Phillips (Supervisor) - Southern Cross UniversityBill Edgar Boyd (Supervisor) - Southern Cross University
- Awarding Institution
- Southern Cross University; Doctor of Philosophy (PhD)
- Theses
- Doctor of Philosophy (PhD), Southern Cross University
- Publisher
- Southern Cross University
- Number of pages
- xv, 293
- Identifiers
- 991013118713602368
- Copyright
- © J Smith 2023
- Academic Unit
- Faculty of Education
- Resource Type
- Thesis