This survey of 335 practitioners builds on research which challenged the view that educational technologies are rarely used in early years settings. Previous research tends to focus on individual devices. This research looks at the range of devices being used and, instead of investigating how often they are used, considers how they support pedagogical practice. Findings support the view that early years practitioners are accessing a wider range of technologies and that these technologies are being used in more pedagogically appropriate ways than has previously been reported. Educational technologies appear to be increasingly embedded within early years education. Overall, attitudes towards educational technology are positive. Beliefs, however, are more likely to be linked to the social rationale, that children need access to technology because they are surrounded by it in everyday life, than the pedagogical rationale, that technology enhances learning. It may be necessary to review documentation to ensure that policy and practice focus more specifically on learning and teaching.

中文翻译：

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在早期教育中嵌入教育技术

这项对335名从业人员的调查是建立在研究基础之上的，该研究挑战了早期环境中很少使用教育技术的观点。先前的研究倾向于将重点放在单个设备上。这项研究着眼于所使用的设备的范围，而不是调查它们的使用频率，而是考虑它们如何支持教学实践。研究结果支持这样一种观点，即早期实践者正在使用更广泛的技术，并且这些技术正以比以前报道的更适合教学的方式使用。教育技术似乎越来越早地嵌入到早期教育中。总体而言，对教育技术的态度是积极的。但是，信念更有可能与社会理性联系在一起，儿童需要获得技术的机会，因为他们在日常生活中被技术所包围，而不是从教学的原理上说，技术可以促进学习。可能有必要审查文档，以确保政策和实践更专注于学与教。