Session Information
16 SES 12 A, ICT in Primary Schools
Paper Session
Contribution
As a PhD student, this presentation seeks to elucidate the results from the data obtained from phases 1 and 2 of the research project. The central focus of the research project is the utilisation of Immersive Learning Environments (ILEs) and their impact on promoting learning in early childhood. The motivation for this study stems from my first-hand experiences as a Primary Teacher and Senior Lecturer in Education, observing the evolution of digital resources within the everchanging educational landscape. Notably, my recent role spearheading the development of the Early Years Virtual Learning Environment (EYVE) aimed to create an immersive games-based learning experience for trainee professionals, offering insights into how ILEs can effectively promote learning among higher education learners. This experience prompted a critical examination of whether the lessons learned in higher education contexts could be applied to early childhood education.
The international landscape of early years education is evolving with the integration of digital technology, notably through ILEs. These virtual platforms enhance traditional teaching methods, fostering critical thinking and offering personalised learning experiences for young minds (Vidal-Hall et al., 2020). The shift extends beyond classrooms as a plethora of research has shown that digital technology has become a major part of children’s lives with digital fluency being shown across family households (Edwards et al., 2017; Palaiologou, 2016; Plowman, 2015). However, challenges such as concerns over screen time, privacy, and ensuring equitable access to technology have emerged (Rose et al., 2019; Yuen et al., 2020). Perez (2016) contends that such immersion merely entertains, impeding the potential establishment of vital connections between the digital and real worlds crucial for supporting learning and development. Striking a balance between the benefits and challenges is crucial, emphasising the need for thoughtful integration to harness the full potential of digital tools in early childhood education.
In England, a child from birth to five years is recognised within the statutory guidance known as the Early Years Foundation Stage (EYFS) (DfE, 2021). More recently, the EYFS has undergone changes to remove technology as a specific aspect within the framework. Within the EYFS reforms (DfE, 2020: p9-14) it was noted that there ‘was a concern that technology is missing’ and ‘the removal of technology … would be a negative step’; despite this consultation the technology strand was later removed in September 2021. It could be suggested that this created conflicting views of the value technology has within early years and arguably question how children can gain skills or knowledge of how to use technology effectively and safely without focus placed within the EYFS (Faulder, 2021). In an age of uncertainty, Karabon (2021) agrees that the design of the curriculum should focus on the child at the centre, suggesting that the curriculum and learning space should be led by the child and for the child, recognising the importance of supporting practitioners to integrate technology within everyday practice. Ethridge et al. (2022) echo this, highlighting the pivotal role of technology in fostering play-based learning, particularly evident during virtual teaching experiences prompted by the COVID-19 pandemic. Additionally, the OECD (2022) examines the possible trends affecting the future of education from early childhood to lifelong learning, emphasising the indispensability of digital skills and competencies in navigating the challenges of the 21st century.
Navigating the uncertainties of education, this study delves into the relationship between digital learning and societal changes, drawing on Bronfenbrenner's ecological systems theory (1992). By unravelling these intricacies, the research contributes to the development of robust educational environments within settings and within the home that encapsulate memory and foster a sense of optimism for the future.
Method
The presentation will focus on an instrumental case study methodology. The research study in question was an area which I had recognised that required a range of evidence to identify whether learning could be potentially promoted using ILEs, therefore according to Gillham (2000; p.1), this would align to ‘the here and now’ which aimed to ‘seek a range of different kinds of evidence’ to support in answering the research questions. Yin (2018, p.17) supports this by stating that a case study ‘can cover multiple cases and then draw a single set of “cross-case” conclusions’. Simons (2009, p.4) discusses that ‘the case could be a person, a classroom, an institution, a programme, a policy or a system’, given that this research project was focused on the setting and home environment as well as observing children this meant that the case was varied throughout the project. This study aims to investigate the feasibility of Immersive Learning Environments (ILEs) in the promotion of learning within Early Years. The objectives of the study are: 1. To identify parents’/carers’ and practitioners’ perspectives on defining features of an ILE in the field of early childhood in England. 2. To establish whether ILEs have an impact on the promotion of learning for children within the home and the setting context. 3. To synthesise definitions to design ILEs that promote learning in early childhood education. The current intention of the project is to conduct a three-phase approach when applying the methods. For the purpose of this presentation, the results from phase 1 and 2 will be discussed. 1. Phase 1 will use semi-structured interviews to gather both educators and parents’ perspectives of ILEs and learning within early childhood. 2. Phase 2 will then comprise an observation and implementation stage which will apply a range of ILEs using Extended Reality (XR) within both home and setting contexts. 3. Phase 3 will develop a framework to establish whether ILEs can promote learning across the setting and home context.
Expected Outcomes
By implementing a three-phase approach in this research, the aim is to contemplate the varied perspectives of parents, practitioners, and children regarding ILEs. This presentation will delve into phases 1 and 2, highlighting key findings obtained from data collection, encompassing insights into both perceptions and interactions within ILEs. Konca (2021, p1097) highlights that children live ‘in digitally rich home environments… with parents playing a key role in children’s interaction with digital technologies’. This echoes the need for this research to identify the importance of home and setting contexts to understand how ILEs can potentially be used to promote both the learning and development of young children. In the realm of research, the exploration of digital play in early education is still in its early stages leaving uncertainty in its limited exploration. Practitioners remain sceptical about its incorporation, highlighting a disconnect between the utilization of digital technology and teacher proficiency as a significant obstacle (Vidal-Hall et al., 2020; Mertala, 2019; Hatzigianni and Kalaizidis 2018; Moss, 2015). The data gathered from phases 1 and 2 complements the literature, indicating a deficiency in teacher knowledge. This lack of understanding hinders their ability to effectively integrate new technology into the learning environment, the observations also suggest that ILEs enable learners to apply knowledge interactively. Parents have also highlighted the disparity between what is utilized in educational settings and what is familiar in the home context, with incomplete knowledge transfer. As the researcher, I recognize the importance of addressing this challenge in my research journey, to aid both educators and parents in comprehending the potential of Interactive Learning Environments (ILEs) as tools for facilitating learning. As I move into phase 3 of the research project, this data becomes crucial for developing a research framework that supports the implementation of ILEs by both practitioners and parents/carers.
References
Bronfenbrenner, U. (1992). Ecological systems theory. In R. Vasta (Ed.), Six theories of child development: Revised formulations and current issues (pp. 187–249). Jessica Kingsley Publishers. Department for Education (2020). Early Years Foundation Stage Reforms Government consultation response. [online]. Available from: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/896872/EYFS_reforms_consultation_-_government_response.pdf [9 January 2024]. Department for Education (2021). Statutory framework for the early years foundation stage. London: DfE Ethridge, P., Gray, C., McPherson, A. and Janus, M. (2022) ‘Fostering play through virtual teaching: challenges, barriers, and strategies’, Early Childhood Education Journal, 50(1), pp. 1-10. Faulder, M. (2021) Curriculum- In focus… Technology. [online] Available from: https://www.nurseryworld.co.uk/features/article/curriculum-in-focus-technology [29 January 2024] Gillham, B. (2000) Case Study Research Methods. London: Continuum. Hatzigianni, M. Kalaitzidis, I. (2018) Early childhood educators’ attitudes and beliefs around the use of touchscreen technologies by children under three years of age. British Journal of Educational Technology. 49 (5), pp.883-895. Karabon, A. (2021) Examining how early childhood preservice teacher funds of knowledge shapes pedagogical decision making. Teaching and teacher education. 106 (1), pp.1-10. Konca, A. (2021) Digital Technology Usage of Young Children: Screen Time and Families. Early Childhood Education Journal. 50 (0), pp.1097-1108. Mertala, P. (2019). Teachers’ beliefs about technology integration in early childhood education: A meta-ethnographical synthesis of qualitative research. Computers in Human Behavior. 101, pp.334-349. Moss, P. (2015) There are alternatives! Contestation and hope in early childhood education. Global Studies of Childhood. 5 (3), pp.226-238. OECD (2022) OECD Future of Education and Skills 2030. Paris: OECD Publishing Perez, S (2016). Hands-on with Play-Doh Touch, the app that brings kids’ creations to life. [online] TechCrunch. Available at: https://techcrunch.com/2016/11/18/hands-on-with-play-doh-touch-the-app-that-brings-kids-creations-to-life/ [9 January 2024] Simons, H. (2009). Case Study Research in Practice. London: SAGE. Vidal-Hall, C. Flewitt, R. Wyse, D. (2020) Early Childhood practitioner beliefs about digital media: integrating technology into a child-centred classroom environment. Early Childhood Education Research Journal. 28 (2), pp. 167-181. Yin, R. (2018). Case Study Research and Applications- Designs and Methods. London: SAGE.
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