How should technology be used to enhance teaching and learning in the Early Years? An investigation into the perceptions and attitudes of a group of trainee teachers.

Research output: ThesisMaster's Thesis


Digital technologies have significantly impacted modern society and the political drive to reflect these changes at a curriculum level is matched by a growing debate surrounding their appropriateness for very young children. This debate provides the backdrop for a study that explores the issues surrounding the use of Information Communication Technology (ICT) in Early Years settings from a perspective taken within a large provider of Initial Teacher Training (ITT). The quality of experience that teachers receive prior to qualifying in relation to ICT is acknowledged as a significant issue and as such provides a focus for this work.
In examining the attitudes and perceptions of a group of trainees, this small case study is very much a 'step to action' as we begin to consider the most effective way to build capacity in Newly Qualified Teachers and their understanding of ICT and Early Years pedagogy.
Analysis of participant responses suggests that a positive disposition to the challenge of ICT is a prerequisite for skill development and that appropriate school placement experience combines with this to build confidence and capability.
These findings contribute to the debate over technology, pedagogy and early learning, and act as a catalyst to a further examination of how we model effective practice and provide opportunities for collaborative and exploratory learning on the BA(Hons) EY Education programme.
Original languageEnglish
QualificationMaster of Philosophy
Awarding Institution
  • Northumbria University
Award date31 May 2009
Publication statusUnpublished - 2009

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