![]() ![]() (Photo by the author.) IntroductionĮmergency medical service professionals are used to the emotional and physical challenges that our role commands. These findings propose that students’ beliefs about children and parents need to be afforded attention in educational technology courses.An ambulance in Australia. It was expressed to be the responsibility of early childhood education to ensure that play and social interaction are still included in young children’s lives. Parents were believed to lack the skills or will needed to regulate their children’s technology use. Children were believed to be born-competent technology users. In this study, written assignments from preservice early childhood teachers were examined to find answers to the following research questions: What beliefs do preservice teachers have about children and technology at home? How are parents represented in preservice teachers’ beliefs about children and technology? What are the relationships between these beliefs and preservice teachers’ views about the role of technology in early childhood education? Preservice teachers in this study had idolized beliefs about children and discriminating beliefs about parents. Additionally, educational technology courses need to pay more attention to aspects of care, as well as to preservice teachers’ often unrealistic beliefs about children and technology. ![]() To make ICT pedagogy truly meaningful for children, ICT should be approached as a cultural form, and space should be given for children’s views, values, and experiences. The results of this study have several implications for early childhood education, as well as preservice teacher education. Another exaggerated belief was considering children born-competent ICT users. Care-related concerns were associated with preservice teachers’ beliefs about children’s use of ICT at home being extensive and unregulated. When the perspective was changed to care, the views were profoundly negative. The findings also imply that although EDUCARE has been described as a holistic framework in the context of ICT integration, the framework acts as a disintegrating vehicle: When ICT integration was approached from the perspective of teaching, the views were mainly positive. Children conceptualized ICT use as a leisure activity whereas preservice teachers approached ICT mainly through learning. The findings suggest that there is a dissonance between the meanings children and preservice teachers give to ICT use. In this compilation, the findings of the empirical studies are scrutinized through the analytical device of third space theory. The third study investigated preservice teachers’ perceptions of ICT integration through the frames of education, socialization, and care, referred to as the EDUCARE approach. The second study explored preservice teachers’ beliefs about children and ICT at home. The first study focused on children’s ideas and their contextual roots. The study consists of two data sets that are reported in three empirical articles. This dissertation study contributes to resolving these gaps in the literature by exploring children’s ideas and preservice teachers’ beliefs regarding the role of ICT in early childhood education. Similarly, children’s views about educational use of ICT have been underrepresented in research. The current stage of early years information and communication technology (ICT) integration research has been criticized for not paying enough attention to the unique pedagogical features of early childhood education. ![]()
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