Can we let computers change practice? Educators’ interpretations of preschool tradition

The introduction of ICT into preschool practice is generally lagging. However, there is a variation regarding use of new technology. Hence, the aim of this study is to analyze which are the possibilities and difficulties to embed computers into preschool practice.Data consists of naturalistic texts from 31 preschool teacher students revealing their experiences from trying to embed computers into practice. Analysis of data was guided by a framework adapted from Giddens’ structuration theory, focussing on students’ drawing on tradition and on knowledge claims when justifying their stances. Results show ambivalence to computer use. However, two groups of students emerged. One group embraced the new technology, whereas the other group conceived new technology as a threat to tradition. Depending on how activities are interpreted to fit into preschool tradition, using computers can or cannot be justified. Understanding tradition, as partially values and partially routines, provides possibilities to modify preschool practice to include computer activities. Knowledge claims, for example pertaining to developmental stimulation, can also be used as justifications for embedding computers into preschool practice. If, however, values appear to be threatened, tradition as well as knowledge claims can be used to justify protection against using computers in preschool practice.

► When interpreted as part of tradition computers can be embedded into preschool practice. ► Embedding of computers into practice is hindered if tradition or values within tradition are threatened. ► Only educators able to distinguish “the what” from “the how” in children’s activities embrace the new technology. ► Without the ability to re-interpret tradition, educators are restricted to the present routines of their practice. ► Reduced ontological security forces educators to protect preschool tradition and values from ICT.