Adapting camera-pen pedagogy for implementation within ECEC : Exploring barriers and difficulties in technology integration using a teacher action research approach

Abstract

Despite the increasing emphasis on the significance of children’s media education, multiliteracies, and ICT competencies within ECEC, technology is generally considered to be under-used and underutilised within ECEC educational facilities. Whilst research has prominently advocated for the integration of technology within pedagogical approaches and highlighted the benefits and consistencies of an integrated approach, there is a considerable lack of evidencebased research into how educators can utilise technology purposefully within the ECEC environment.

The Camera-pen pedagogical approach marries the use of the camera with the traditional usage of the pen, not only for documentation, but also for problem solving, utilising the camera as a tool for learning. This thesis attempts to explore camera-pen pedagogy as a viable method of technology implementation and integration within children’s everyday learning experiences, and as a tool for utilisation and adaptation within the ECEC environment. Utilising a teacher action research approach. During my exploratory learning experience, I identify and explore the various challenges and barriers faced when attempting to plan and implement an unfamiliar, technologically integrated pedagogical approach within an ECEC setting, in an attempt further enhance my knowledges and understandings of camera-pen as a pedagogical approach in addition the various challenges faced when integrating technology within an ECEC setting, and to further develop my professional expertise as a confident and competent educator.

The present research projects findings highlight that there is no one-size fits all methodology to teaching nor technology integration. Every classroom, learning environment, and child is unique and thus presents a different challenge towards the way in which we perceive, implement, and understand our pedagogical practices and our philosophies towards education. We must exercise our agency as educators with an openness and understanding that challenges will be ever present, and that by reflecting, self-evaluating and attempting to overcome them with carefully considered, critical, and often collaborative thinking, planning, and implementation, we may develop pedagogies not in the interest of our own efficiency or our own expectation of achieved goals, but in the interest and consideration of every child.