Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/26261
Title: Enacting pedagogy in ICT-enabled classrooms: conversations with teachers in Shanghai
Contributor(s): Dong, Chuanmei  (author)orcid ; Newman, Linda (author)
Publication Date: 2018
DOI: 10.1080/1475939X.2018.1517660
Handle Link: https://hdl.handle.net/1959.11/26261
Abstract: The use of information and communication technology (ICT) can have positive effects on the learning and development of children. Adults and peers have a critical role in harnessing the potential. The authors’ attention in this article is on teacher practices. Through case studies of four early childhood teachers’ pedagogical roles and practices while children were using ICTs in Shanghai preschools, the authors reveal four main roles: facilitator, observer, guide and knowledge transmitter. Teachers were predominantly instructing and transmitting knowledge and were rarely observed to take responsive mediating approaches, despite proactive Chinese ICT policies which however lack specific curriculum guidance on pedagogy. Teachers were falling back on their traditional training and practices, leading to misalignment between policy which advocates guidance and democratic practice, and teachers’ actual practices. Drawing on Vygotsky’s concept of mediation, the authors advocate further learning about sociocultural approaches that have been shown to be beneficial in supporting teachers to take active and dynamic pedagogical roles and to employ a range of interactive and democratic strategies to empower children’s learning. Further investigation is needed to ascertain whether such teachers are rejecting interactive pedagogical approaches, or have not yet learnt about effective interactive strategies.
Publication Type: Journal Article
Source of Publication: Technology, Pedagogy and Education, 27(4), p. 499-511
Publisher: Routledge
Place of Publication: United Kingdom
ISSN: 1475-939X
1747-5139
Field of Research (FOR): 130102 Early Childhood Education (excl. Maori)
Socio-Economic Outcome Codes: 930201 Pedagogy
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Appears in Collections:Journal Article
School of Education

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