Concept Of Dialogue Research Articles

Teachers’ enactment of Freirean democratic pedagogies in primary school physical education

ABSTRACT Background Despite its ubiquity in education discourses, social justice is a highly contested concept that can be framed in different ways [Dowling, F., H. Fitzgerald, and A. Flintoff. 2012. Equity and Difference in Physical Education, Youth Sport and Health: A Narrative Approach. Routledge]. The ‘social’ element of social justice is always framed by broader cultural and socio-political contexts. Therefore teaching for social justice cannot be conceptualised as a single pedagogy that can be enacted without regard for the learning content and the learning context. Purpose The rationale for this research is to bridge the gap between advocacy for pedagogies for social justice and practices done in the name. The specific aim of this paper was to explore how specialist primary school physical education teachers in Spain enact democratic practices that promote social justice by engaging students in decision making in ways that ensure their voices are heard and considered. Method The research was informed by Critical Incident Technique (CIT) methodology. Data were generated through six classroom observations and stimulated recall interviews with three Spanish primary PE teachers. Data analysis was informed by Paulo Freire’s [1970. Pedagogy of the Oppressed. Seabury Press] democratic pedagogy and associated concepts of dialogue, problem posing and critical consciousness. Findings The findings demonstrate how the teachers’ PE teachers’ practices have strong roots in democratic principles that are consistent with the scholarship of Freire. The two themes; (1) ‘Student-led dialogical encounters’ and (2) ‘Pedagogy of questioning and exploration’ provide insight into how the Spanish primary school PE specialists in this study teach for and about social justice in contextually relevant ways. Discussion These findings remind us that PE provides a fertile educational context for implementing democratic pedagogies due to its interactive activity-based context and curricular focus on holistic development. The findings provide insight into both how democratic pedagogies in PE are possible even with very young students. Conclusion We argue that democratic pedagogies are essential to social justice outcomes in school PE. They can enhance student participation, foster relationships, and empower individuals to become active agents of change. Democratic pedagogies in primary schools provide a sound foundation for scaffolding a critical consciousness in secondary school PE contexts.

Place and Communicative Body

The categories of ‘place’ and ‘body’ have been understood to be interdependent since the time of Aristotle. However, the relationship between these categories were understood in terms of the physics of inert matter. In this article, I argue that ‘body’ should be recast in a hermeneutical framing to be understood as fundamentally communicative. I articulate an account of ‘communicative body’ by way of Jason Ānanda Josephson Storm’s concept of ‘hylosemiotics.’ I argue that the relationship between this ‘communicative body’ and ‘place’ can be understood through Donald Davidson’s dialogical concept of triangulation. Thus body and place are understood to belong together in a network of dialogical exchange that gives rise to the possibility of intelligibility and apprehension as such.

The Concept of Weight as Reflecting the Epistemological Changes in Physics

AbstractThe goal of this study was to elicit and juxtapose the account of the concept of weight in history vis a vis physics education. The results reveal the problem of consistency in the currently employed teaching materials. The weight concept is very old and remains ubiquitous in science. Its history reflects the maturation of scientific methodology. The latter implied three periods of its development: old, classical, and modern. The “old” weight designated heaviness, or gravity, of bodies and the quantity of matter, both measured through weighing by balance. The “old” weight served as the basis for trade and technology. “Old” weight split in the scientific revolution of the seventeenth century into mass and gravitational force that explained the weight of massive objects—weight was identified with gravitational force. The third period followed the scientific revolution of the twentieth century. Classical Mechanics adopted the equivalence principle and included the accelerated observers. This implied redefinition of weight by the operational definition as the result of weighing. Thus, weight was distinguished from the gravitational force. All three periods reflect the change of physics methodology. In education, physics textbooks are currently divided between the contradictory accounts of the second and third periods of weight history. The weight concept is often confused by students who show numerous related misconceptions. Facing this complexity, we argue for using weight teaching as a tool for promoting the modern perspective of knowledge construction in physics, its epistemology, that is, revealing the nature of science, the need for a reliable operational definition alongside a theoretical one, to the students. The teaching in accordance with the discipline-culture paradigm emphasizes the discursive nature of science, reveals the conceptual dialogue, and suggests its presentation in science/physics classes.

Social dialogue acts according to the laws of Ukraine

The article proposes a characterisation of the system of social dialogue acts in Ukraine, which are intended to facilitate collective bargaining regulation of labour relations through the involvement of parties to the social dialogue legal relations. It is noted that the primary objective of social dialogue acts is to balance the interests of the parties involved. Examples of the social significance of achieving these objectives are provided. It is emphasised that balancing the interests of employees and employers makes it possible to ensure high standards in the realisation of collective labour rights and contributes to achieving social harmony in society as a whole. The concept of social dialogue acts and their legal characteristics have been clarified. It is highlighted that these acts are characterised by specific adoption procedures, a particular structure, as well as distinct modes of operation and implementation. It is argued that social dialogue acts may be concluded either on the basis of a direct statutory provision or independently at the initiative of the parties to such dialogue, with the aim of regulating relations that are either not covered by legislation or, in the opinion of the parties to the social dialogue, require additional regulation. The article analyses social dialogue acts for which legislation establishes a clear procedure for their conclusion, as well as those for which the legislator delegates the determination of the procedure for their conclusion and implementation to the parties themselves. The results of such joint activities of the parties are reflected in the form of memoranda, resolutions, and joint statements. Examples are provided of social dialogue acts that can be concluded to establish additional benefits or guarantees for employees within the competence of the parties. The system of social dialogue acts has been defined as follows: 1) collective agreements and contracts, which are concluded in accordance with the Laws of Ukraine «On Collective Agreements and Contracts» and «On Social Dialogue in Ukraine»; 2) agreements aimed at resolving specific issues of social dialogue or aligning positions between the parties, such as a protocol on holding consultations between the parties; 3) local normative-legal acts, which are concluded by agreement between the parties of social dialogue, or at the proposal of the social dialogue parties, such as regulations on remuneration; 4) acts of social dialogue bodies, including proposals, conclusions, and recommendations of national or territorial tripartite socio-economic councils.

Insights Into Critical Discussion: Designing a Computer‐Supported Collaborative Space for Middle Schoolers

Collaborative learning environments that support students' problem solving have been shown to promote better decision‐making, greater academic achievement, and more reasonable argumentation about controversial issues. In this research, we developed a technology‐based critical discussion platform to support middle school students' argumentation, with a focus on evidence‐based reasoning and perspective taking. A feasibility study was conducted to examine the patterns of group interaction and individual students' contributions to the critical discussion and their perceptions of the critical discussion activity. We found that more students used text‐based communications than audio, but students who used audio collaborated with each other more frequently. In addition, student engagement in argumentative discourse varied greatly across groups as well as individuals. At the end of the discussion, most groups provided a solution that integrated both sides of the controversial issue. Survey and interview results suggest an overall positive experience with this technology‐supported critical discussion activity. Using the insights from our research, we develop a conceptual dialogue analysis framework that identifies relevant skills under the argumentation and collaboration dimensions. In this report, we discuss our design considerations, feasibility study results, and implications of engaging students in computer‐supported collaborative argumentation.

Decentralising mathematics: Mutual development of spontaneous and mathematical concepts via informal reasoning

AbstractThis paper aims to shed light on an overlooked but essential aspect of informal reasoning and its radical implication to mathematics education research: Decentralising mathematics. We start to problematise that previous studies on informal reasoning implicitly overfocus on what students infer. Based on Walton’s distinction between reasoning and argument, and Ernest’s concept of intrapersonal dialogue, we propose two theoretical perspectives for understanding the roles of informal reasoning in argumentation: the semi-formal, and the negotiation perspectives. From the latter perspective, we can say that informal reasoning involves creating alternatives, eschewing the relatively unpromising ones, and choosing the most promising one. To illustrate the advantage of the negotiation perspective over the semi-formal perspective, we present two examples of students’ statistical written reports from a previous study. These examples illustrate that spontaneous concepts influenced the students’ creation of multiple alternatives, and choice of the most promising one, in informal reasoning. Therefore, to better understand the development of mathematical concepts, we need to recognise the role of spontaneous concepts through decentralising mathematics. Finally, we introduce inferentialism as an additional theoretical perspective for investigating both the mathematical development of spontaneous concepts, and the spontaneous development of mathematical concepts. The inferentialist idea of the game of giving and asking for reasons indicates how to empirically investigate the mutual development of spontaneous and mathematical concepts.

Co-Becomings of Companionships

This article explores the ways in which the couple-form and its normativity take part in the everyday life of companionships that are “other than couple” relationships. I develop the concept of affective negotiation to analyze the processes in which the companionships are experienced, practiced, and acknowledged. I study the affective negotiations particularly in relation to naming practices and comparisons and expectations around the relationship categories. The article is based on 20 semi-structured interviews with individuals who have important life companion(s) that they refer to as, for example, friends, flat-mates, animal companions, and ex-partners, or fields of multiple relationships. I analyze the data using feminist materialist methodologies and affect theories. Trough reading the data with the concept of co-becoming, I develop an understanding of companionships as dynamic processes lived and experienced in everyday life through entangled affective negotiations. I argue that the couple-form in the co-becomings of companionships in multiple and often contradictory ways. The normativity of the couple-form emerges through affective tensions that may limit the possibilities of these co-becomings, for example by troubling the processes of “making sense” of the intimacies. The co-becomings are also world-making practices where new ways of relating are created and imagined; they include the potential to move away from the normative power of the couple-form and materialize in unexpected ways.

From ontological to relational: A scoping review of conceptions of dignity invoked in deliberations on medically assisted death

BackgroundDignity is omnipresent in Western ethics, but it also provokes dissension and controversy. One of the most striking examples is the debate on medically assisted death, where dignity is invoked to support antagonistic positions. While some authors conclude that the concept is useless as an ethical reference, many others invite us to deepen our analysis from a multidimensional perspective, to enrich it and make it useful. This scoping study is intended to provide an overview of the different conceptions of dignity used in the assisted dying debate, to better grasp the multiple facets of the concept.MethodsThe Joanna Briggs Institute's JBI Manual for Evidence Synthesis guided the scoping review. Key words were based on the researchers' expertise and were used to identify relevant literature in French and English. Eleven databases covering the last six decades were consulted. Initially, 2,071 references were found in the databases. After excluding duplicates, screening titles, abstracts, and full texts, and after a specific literature search on the concept of relational dignity, 156 papers were found to match the identified inclusion criteria.ResultsThe literature highlights the stark confrontation between two dominant conceptions of dignity: ontological and autonomist. However, a lesser-known conceptualization of dignity integrates these two perspectives, underlining the relational and social dimensions of dignity. As a result, dignity emerges as a dynamic, experiential, and dialogical concept, that modulates itself according to circumstances. This raises the possibility of breaking through the binary debate and questioning the current frameworks that define dignity.ConclusionsThis multidimensional conceptualization of dignity could lead to a more complete and nuanced understanding of the concept, as well as open richer normative horizons regarding the issue of medically assisted death.

Multicultural relation between religious communities in Indonesia

Indonesia is a nation with different religious affiliations and this diversity has substantial implications for inter-religious relations. The multi-religious context presented challenges in the form of potential horizontal conflicts. Therefore, this study aims to analyse the significance of cultivating an attitude of openness and engaging in constructive dialogue among different faiths to address the challenges effectively. Traditions in Minahasa show various important values for religious moderation, which have the potential to contribute ideas to issues of relations between communities. This article is a qualitative descriptive analysis method. Several references such as articles, books and other related sources are the backbone to construct the ideas and insights of this work. The results show that the multicultural reality accompanied by fundamentalist attitudes has an impact on interreligious relations. This can be prevented and reduced with the concept of dialogue from the values and philosophy of si tou timou tumou tou and torang samua basudara.Contribution: This article serves as a valuable contribution to the religious discourse within the Indonesian community, particularly by incorporating the rich local values derived from Minahasa. It adds depth to the ongoing religious dialogue, fostering a nuanced understanding that embraces the diverse cultural and spiritual perspectives present in Indonesia.

Alliances between social occupational therapy and critical occupational science: Propositions to mobilize social justice

ABSTRACT Committed to the necessity of international dialogues in occupational therapy and occupational science, we have developed a proposal for alliance between social occupational therapy and critical occupational science based on a series of theoretical dialogues between Brazilian and Canadian researchers. Through these dialogues, we have aimed to understand and propose contributions that articulate the shared intent of social transformation enhancing social justice of these disciplines. While acknowledging points of difference, we propose an alliance based on points of convergence, including emergence from concerns related to justice and equity; development coming from the ‘margins’; mobilization of critical social theory to orient knowledge production and question power relations within and outside the discipline and the profession; and an intent to work towards social justice, especially with marginalized groups. Our key arguments are informed by theoretical concepts from three authors: Judith Butler’s conceptualizations of vulnerability, precarity, and alliance; Nancy Fraser’s propositions regarding social justice; and Paulo Freire’s concept of dialogue. Through dialogue that recognizes and respects different knowledges and practices, an alliance is produced toward social justice, one that aims to realize more complex theoretical and practical resources for critical thinking about social reality. In turn, possibilities for apprehending how different oppressions impact and influence the possibilities of living can be expanded, informing approaches to building inhabitable worlds and proposing practices of freedom with persons and communities facing oppression.

Instrumenty unijnego wsparcia sektora kultury i sektora kreatywnego w okresie kryzysu migracyjnego (2015-2018) i pandemicznego (2020-2021)

INSTRUMENTS FOR EU SUPPORT TO THE CULTURAL AND CREATIVE SECTOR DURING THE MIGRATION (2015-2018) AND PANDEMIC (2020-2021) CRISES The migration and pandemic crises affected cultural and creative industries (CCIs) across Europe. The EU institutions reacted relatively quickly to the changes in the political landscape as a result of the waves of migration and to the need to assist cultural institutions and artists in the wake of the Covid-19 pandemic. The Union has proposed methods of support for artists and the arts that are supplementary to Member States. It is these EU cultural methods and instruments that are the subject of qualitative analysis, based on two research questions: 1). To what extent has the modification of instruments of support for the cultural and creative sectors (CCIs) had an impact on strengthening the European concept of intercultural dialogue? 2). Did the EU support instruments applied to the CCIs during the Covid-19 pandemic result in building the resilience of these areas? A qualitative analysis will be made of the European Union’s documents, reports and commissioned studies. The main research hypothesis of the analyses is: European crises contributed to the reconstruction of some of the substantive assumptions of programs dedicated to culture and creative industries, resulting in the widening of the field of influence of culture on other EU policies, reinforcing the principle of intersectorality.

What Kind of God Does Buber’s “I-Thou” Offer to the World: An Introduction to Buber’s Religious Thought

This article has three main goals: (1) To explain in a clear and comprehensible way the difficult basic-word “I-Thou”, which is the basis of Buber’s concept of dialogue, and in fact is the core of his entire teaching (even though it eventually spread over many fields). My main argument in this article is that “I-Thou” is not the “dialogue” that is often spoken of in the name of Buber (not only on the popular level but also in academic circles, and even commonly among those who deal directly with Buber’s teaching) but, rather, that “I-Thou” is a pointing-toward-word—pointing the way for the one whose heart is willing to direct his life to the path of devotion to God—a life whose practical meaning according to Buber is the effort to make room for the presence of the divine (“Shekhinah”) within the stream of earthly normal life, the flow of physical, instinctive life, the flow of life as they are, within “This-World” as it is. (2) This article attempts to follow the sources in Buber’s writings to clearly explain Buber’s faith (which Buber saw as the core of the movement of Hasidism that preceded him). Who is the God that Buber clings to? Why did Buber try to replace the common appellation “God” with a new term of his own: “The Eternal Thou”? (3) It aims to show how the researchers who tried to present Buber as a social or political thinker and removed from his teaching the centrality of his faith entirely distorted his teaching and displaced from it the core of the foundation on which all of Buber’s teaching rests.

Praxis and True Dialogue: A Freirean Approach to Equity-Minded Data Work

Assessment professionals are often at the helm of leading discussions around data-use and data-driven decisions for higher education stakeholders. However, the problem is that assessment practitioners must be cognizant of how to engage stakeholders with equity-minded and socially just informed assessment practices. The purpose of this article is to provide a literature review of approaches to equity-minded data use and positing that assessment professionals should engage in Freirean critical pedagogy approaches to data use practices. The article opens with a discussion of the intersection of diversity, equity, and inclusion work with assessment practitioners. Next, an introduction to the Freirean concept of engaging in praxis and how assessment leaders may unknowingly participate in what Freire calls banking education where educators act as a conduit to merely deposit information into students. The article concludes with recommendations for how assessment leaders can engage stakeholders in Freire’s concept of true dialogue.

Instrumental Reason as a Third Subjectivity in the Self–Other System

The article examines the challenge of achieving sustainable mediational equilibrium within the Self–Other relationship. It argues that the mere pursuit of mutual understanding among dialogue participants is insufficient to guarantee productive communication, particularly in contexts where interactions are driven by competition for scarce resources and opportunities. Under such conditions, subjects risk becoming dependent on instrumental reason – the logic of control and suppression – which transforms both the Self and the Other from fully-fledged personalities into functions of reified rationality. The analysis introduces a distinction between two roles of the individual: the person as a bearer of unique values and meanings, and the individual as a subject of social relations, an actor immersed in practical interactions. It is demonstrated that the capacity of the former to exert control over the latter is limited, and that interactions are shaped not only by the personal qualities of the participants but also by the impersonal logic of instrumental reason. This logic is conceptualized as a kind of third subjectivity that mediates the dialogue between the Self and the Other. Achieving mediational equilibrium becomes possible through the development of autonomy among the parties, through their transformation, mutual recognition, and the search for a measure of compatibility. This approach is traced through examples from A.S. Akhiezer’s theory of sociocultural mediation, A.P. Davydov’s concept of inter-subjective dialogue, and R. Bush and J. Folger’s theory of transformative mediation. Key concepts in the latter include empowerment (strengthening participants’ ability to clearly recognize their goals and make responsible decisions) and recognition (willingness to hear and understand the Other’s perspective). The essence of transformative mediation lies in the transition from imposing one party’s position to a collaborative search for new possibilities, allowing the realization of both Self and Other’s interests through dialogue. In conclusion, the article asserts the importance of overcoming the logic of mutual accusations by shifting the focus from the opponent’s personality to the impersonal structures limiting the self-determination of all parties.

Polysubjectivity as a Factor of Social Development in the Context of Dialogization and Differentiation of Center–Region Relations in the Federal State

The article explores the phenomenon of polysubjectivity as a factor of social development from the perspective of post-non-classical scientific methodology. The author proposes conceptualizing polysubjectivity (multiple subjectivity) as a category describing the multifaceted nature, diversity, and dynamics of the social environment. This environment is formed through the dialogue of managed subjects who are bearers of diverse value-goal structures, possess certain resources, and are interconnected with other subjects of social action. Attention is drawn to the dual nature of poly-subjectivity. On one hand, it is viewed as the subjectivity of multiple individuals and social groups united within a localized social environment, for example, in the context of interactions between government and business, authorities and the population, or the federal center and regions. On the other hand, polysubjectivity is interpreted as the multifaceted and plural subjectivity of an individual. The author draws upon the methodology for analyzing sociocultural modernization of regions (N.I. Lapin), the activity-structural paradigm (A.V. Tikhonov), concepts of mediation and sociocultural dialogue (A.S. Akhiezer, A.P. Davydov), and the subject-oriented approach in social systems management (V.E. Lepskiy). Special attention is given to the role of the polysubjective approach in the context of differentiation among Russian regions and the implementation of their socio-economic development strategies. The article argues that the objective complexity of the Russian Federation's regional composition and the unevenness of modernization necessitate a polysubjective approach to structuring relations between the center and regions. Invoking W.R. Ashby’s law of requisite variety, it is demonstrated that effective management of regional system diversity requires a corresponding diversity of management approaches at the central level. Barriers to the formation of polysubjectivity are analyzed, particularly the absence of genuine dialogue between the center and regions. The conclusion posits that polysubjectivity can serve as a key characteristic of a certain stage in the institutionalization of post-industrial type management and as a form of interaction that ensures an adequate measure of collaboration among representatives of government, business, science, and various communities.

Dialogue and Conservative Religious Thought

Abstract This paper explores the dynamic interplay between Christianity and the Roman Empire as articulated by Tertullian, a prominent figure in early Christian theology. Tertullian delves into the complex relationship between the burgeoning Christian faith and the established structures of the Roman Empire, highlighting the inherent tension between the two. Central to his analysis is the concept of dialogue, wherein Tertullian examines how Christians engage with the broader Roman society while maintaining their distinct religious identity. Furthermore, he discusses the conservative nature of Christian thought, emphasizing the preservation of core beliefs amidst external pressures. This paper provides insights into Tertullian’s perspective on the delicate balance between dialogue and the preservation of Christian values within the context of the Roman Empire.

The Alliance Negotiation Scale - Therapist Version: Psychometric Properties in a Sample of Portuguese Psychologists.

The transtheoretical conceptualization of the working alliance and the resultant evaluation tools often overestimate the collaboration between therapist and client, while neglecting the negotiation process. The degree to which therapists and clients can negotiate disagreements regarding goals and tasks is an important indicator in establishing and maintaining the alliance. Even though the negotiation concept is not new, there is still a lack of reliable and parsimonious self-report measures of the construct. The purpose of this study was to translate, execute the cultural adaptation and, also, to perform a preliminary psychometric analysis of the Portuguese form of the therapist version of the Alliance Negotiation Scale (ANS-T_Pt). Data were collected online from 100 Portuguese psychologists. Two random sub-samples were used to conduct both exploratory factorial analysis and confirmatory factorial analysis. Convergent validity was assessed through comparison with the Portuguese version of the Working Alliance Inventory. The ANS-T_Pt showed a one-factorial structure, consistent with previous versions, and demonstrated adequate internal consistency. Evidence supporting criterion-related validity was found based on the correlations between ANS-T_Pt and WAI-T scores. The results showed moderate to large associations between the instruments. These results support the usefulness of the scale, construct's relevance and its transtheoretical nature. These results are a step forward for Portuguese therapists' and researchers' ability to evaluate the bond between client and therapist and to compare results from different countries.

Memahami Konsep Keselamatan dan Filsafat Kristen Tinjauan Dari Perspektif Teologis Dan Filosofi

On the other hand, from a Christian philosophical perspective, the concept of salvation can be approached through rational thinking and conceptual analysis. Christian philosophy often explores ontological and epistemological questions about the nature of salvation, such as the relationship between human freedom and God's sovereignty, as well as the nature of spiritual truth. This research highlights the differences in sources of authority, methods of truth discovery, and ultimate goals between theological and philosophical approaches to salvation. While theology relies on religious teachings, divine revelation, and religious experience, Christian philosophy tends to use logical reasoning and conceptual analysis. However, these two fields can complement each other in deepening understanding of the concept of salvation, creating creative and in-depth dialogue about the nature of the Christian faith. This research provides valuable insights for theologians, philosophers, and practitioners of Christianity to explore the concept of salvation holistically, combining deep theological understanding with critical philosophical analysis.

Negotiation of Calcified Canals.

The gradual formation of hard tissue along the root canal walls is a natural process associated with aging, typically progressing slowly over time. In reaction to tooth wear, operative procedures, vital pulp treatments, or regenerative endodontic procedures, hard tissue may also accumulate within the pulp canal space at a slow rate. In certain cases, such as dental trauma, autotransplantation, or orthodontic treatment, this deposition of hard tissue can accelerate unexpectedly, resulting in rapid narrowing or complete closure of the root canal space. This situation is called calcific metamorphosis (CM), root canal calcification, or pulp canal obliteration (PCO). Performing conventional endodontic therapy on severely calcified canals presents significant challenges and increases the risk of procedural accidents. Calcified canals introduce such complexity that dedicated negotiation concepts and specially designed instruments have been developed to deal with the challenge. This article seeks to review the existing methods for effectively navigating calcified canals and to introduce the buckling resistance activation test (BRAT) technique.

Tracing the Ontological Beliefs of Norwegian Educators Concerning Technology use in Early Childhood Education and Care

Nested in the socio-cultural theory and the related concepts of dialogue in thinking (Mercer & Littleton, 2007) and dialogic teaching in classrooms (Mercer & Howe, 2012), this study explored knowledge and technology as dynamic meaning-making processes in Norwegian early childhood education and care (ECEC) settings. Group-reflections from thirteen Norwegian early childhood educators and their ontological beliefs concerning digital technology in ECEC were analysed with a theory-driven thematic analysis. The analysis highlights two tensions between individual and collective reasons for using digital technology in ECEC: a tension between the educators’ ontological beliefs about the need for children’s collective experiences and children’s individual use of digital technology, and another tension related to the educators’ own individual learning and collective knowledge construction about technology. We derive time as the key reason for the individual-collective tensions. Educators need time to develop good experiences with digital technology for all children, and they need time to develop their own learning, individually and collectively. Given the urgent demand to support technology use in Norwegian ECEC for young children, we underscore time constraints as a key factor influencing individual-collective tensions, impacting educators’ capacity for effective implementation and professional development.