The Impact of Digital Technologies on the Role of the Early Childhood Teacher

Abstract

This chapter reports on a grounded theory study that was undertaken to investigate how early childhood teachers understand and manage their changing roles regarding digital technologies in the context of their kindergarten. Semi-structured, in-depth interviews were undertaken with 19 practising early childhood teachers, employed at different kindergarten settings across a regional area of Queensland. The research revealed that the digitisation of early childhood education and care has significantly impacted on the role of the early childhood teacher. There were three distinct ways early childhood teachers responded to the emergence of digital technologies within their kindergarten. It was found that early childhood teacher either regulated digital technologies and privileged traditional pedagogies, valued digital technologies and facilitated children’s digitally-enabled experiences or attempted to incorporate and balance some digital experiences within a play-focused environment. The study revealed that early childhood teachers enacted their professional agency, took action to manage their changing roles with digital technologies, and endeavoured to navigate their way through uncharted digital territory with children and their families.