Point and Click: Theoretical and Phenomenological Reflections on the Digitization of Early Childhood Education

Abstract

This article presents some theoretical-methodological reflections on the current state of the art of research on information and communication technology (ICT) in early childhood education. The implementation of ICT in preschool has triggered considerable research activity on the educational potential of digital technologies. Numerous projects and studies are being carried out in several disciplines; however, there is little or no interdisciplinary exchange. In this article, the author presents and justifies a theoretical-methodological alternative -namely, piecemeal theorizing. Piecemeal theorizing consists in posing precisely formulated questions at different levels of generality, the pursuit of which will necessarily lead the researcher(s) in several disciplinary directions. The author suggests a mode of research conducted by multidisciplinary and piecemeal theorizing of precisely defined and demarcated questions at different levels of granularity, hence accumulating partial answers resulting in theory development and scientific progress -however incremental -in the field. By drawing on theories and perspectives from fields such as cognitive neuroscience, media psychology and phenomenology, we might be in a position to better address some fundamental and largely unaddressed questions pertaining to the potential impact of digital technology on children's learning. Specifically, the article focuses on one such question -namely, the particular intangibility of the digitaland reflects on the potential implications of this intangibility for learning and literacy development. The aim is thence to provide an alternative conceptual, theoretical and epistemological framework for studying the experiential impact of digital technology on preschoolers' literacy development.

In-service Preschool Teachers’ Thoughts about Technology and Technology Use in Early Educational Settings

“…Since new technologies in early childhood education can enhance the effectiveness of educational practice, more research studies need to be carried out. Similar to this view, Mangen (2010) pointed out that detailed practice and use of information and communication technologies (ICT) in preschools need to be focused besides only offering new technologies to children. Bolstad (2004) listed research literature of ICT in five categories:…”

Time for Reflection?: Digital Text and the Emerging Paper Divide

“…We are only beginning to appreciate what neuroscientists call the haptics, or the tactile dimension of our technologies, especially as they apply to reading. 8 As we all know, the sense of touch is important to humans, and the sense of holding a text in one's hand does appear to have an impact on how we cognitively engage that text.…”

Ethnography of corporeality: A carnal move in educational technology research

“…To illustrate the value of the ethnography of corporeality, I would briefly mention Mangen's () work on children's reading and literacy development. Her work refers to the key mechanisms above in terms of the manner in which the use of digital technologies and touchscreens challenges the associated bodily habits of children as these are challenged by new physical ergonomic, perceptual and cognitive processes and actions.…”