Discovery, insight, and understanding from the perspectives of those being studied offers the greatest promise of making significant contributions to the knowledge base and practice of education. (Merriam, 1998a, p. 1)
The aim of this study is to discover new insight and understanding of how parents‟, teachers‟ and children‟s perceptions of the use of information and communication technologies (ICT) in early childhood education (ECE) influence the surrounding practice in the New Zealand educational environment.
This chapter begins with identifying the research problem, and stating the research objective and supporting questions. An explanation of the methodological perspective that underpins the study is then provided, along with a description of data gathering and analysis procedures. The various phases of the research are identified, along with the overview of the timeline. Ethical principles and ways in which validity and reliability were assisted are discussed in relation to the research study.
Research objective
The objective of this research is to investigate the perceptions and practices surrounding the use of information communication technologies in early childhood settings.
The research questions that guided the study are:
1. What is the nature of the ICT learning experiences young children have in the home and ECE settings?
2. What are parents‟ perceptions of young children using ICT in the home and ECE settings?
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4. What are teachers‟ perceptions of using ICT with young children in the ECE settings?
5. What issues, real or potential, do parents and teachers perceive with the introduction of ICT into ECE settings?
Research methodology
This research is located within an interpretivist research tradition. Interpretivist research aims to seek insight and understanding from multiple perspectives. “The interpretivist researcher‟s task is to understand socially-constructed, negotiated and shared meanings” (Hughes, 2001, p. 36). As Lincoln and Guba (2000) suggest, interpretivism is the process of making meaning within social contexts. Research into the use of ICT in ECE is a very new field and there is little research available about different stakeholders‟ perceptions of the use of ICT in early childhood. It is evident that a gap has been identified in the literature pertaining to this focus (Bolstad, 2004; Edwards, 2005a; Lee & O'Rourke, 2006). Therefore, adopting an interpretivist approach to this research will allow for data to be gathered to assist in informing a developing theory and pedagogical approach of the use of ICT in ECE.
Research design
Qualitive research aims to uncover the lived reality of the research participants and places the researcher with all their values and assumptions in that world (Denzin & Lincoln, 2000). Qualitative research involves looking closely at human behaviour and the reasons for it, and uses a range of methods to assist the researcher to make sense of, or interpret, the meanings that participants bring to the study (Denzin & Lincoln, 2000). In contrast, quantitative researchers often employ statistical methods to examine the phenomenon. Quantitative research assumes that the “world can be measured and that numbers capture the probability of truth” (Lankshear & Knobel, 2005, p. 29). The decision to use quantitative or qualitative research is about “fitness for purpose” (Cohen, Manion, & Morrison, 2000, p. 73) or as Lewis and Lindsay (2000) advocate, it is about which method is more appropriate to the researchers‟ questions and focus of their study.
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This study employs a mixed method research design. In a mixed method research design, both quantitative and qualitative data are collected concurrently and have equal weighting. The purpose of incorporating a mixed method approach to this research is to build on the synergy and strength that exists between quantitative and qualitative research methods in order to secure an in-depth understanding of the phenomenon in question (Gay, Mills, & Airasian, 2005).
This research includes both qualitative and quantitative analysis. Qualitative analysis is utilised for analysing interviews and open ended survey questions and quantitative analysis is used to analyse many survey items (e.g., numeric data on years of experience, age, gender, rating of scale items).
Case study is the chosen research methodology and has been selected as it is intrinsically bounded and focuses on providing an in-depth understanding of the situation and the meaning for those involved (Cohen et al., 2000; Merriam, 1998a). Multiple case studies provide an opportunity for replication, and multiple case study design can be considered more compelling and studies more robust than a single case study (Herriott & Firestone, 1983).
A number of basic features of a case study make it an appropriate methodology for this research.
1. Case study begins with bounding of the case (Stake, 2000). The boundaries of this case are the family and the early childhood setting. Boundaries also include any direct influence on, or connection with, children‟s use of ICT in an ECE setting; this may include a parent‟s or teacher‟s perceptions of the use of ICT in ECE and their subsequent practices, which may all influence the case study.
2. Case study can make a valuable contribution to areas where little research has been undertaken. Most of the research has tended to focus on the debates regarding the use of ICT with children and its effect, for example, children‟s behaviour and interaction around computers. Investigations around the uptake of ICT, its pedagogy and integration into programmes of learning, access to
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resources (including hardware and professional development), teachers‟ attitudes to ICT and studies, which reflect an ecological view of the child, have been undertaken. These have been carried out to explore children‟s experiences of ICT in ECE and in the home (including, access, ethnicity and gender). More recently, a growing number of case studies have highlighted innovative practices occurring with ICT in early childhood (Bolstad, 2004; Cox et al., 1999). However, as stated previously, little research has been conducted in the area of parents‟ and teachers‟ perceptions and practices surrounding the use of ICT in ECE settings and there remains a great many variables relevant to the concepts of this phenomenon yet to be identified.
3. Case study research is becoming more common in publications that are aimed at teacher audiences (Bolstad, 2004). Teachers find information presented in this way readily comprehensible and are able to integrate the findings into their practice. Case study is an appropriate methodology for this study, as it will provide a rich and vivid description of events related to the case and will present information in a more publicly accessible form enabling a wider audience to digest and interpret its insights (Cohenet al., 2000).
Parameters of the study
In order to make this project manageable, several limiting parameters were applied. The study used a multiple case study approach to investigate in-depth two early childhood services in one electoral district in Wellington, New Zealand, that were integrating at least two pieces of ICT in the educational programme offered. The study‟s aim was to examine how these centres used ICT in depth, rather than to generalise further.
The sample was restricted to six children in the two ECE services that agreed to participate in the study and met the criteria, which were based on gender and level of technology experience. This was a convenience sample of participants.
87 The research sample
In this study, a purposeful sampling approach was employed (Patton, 1990). This approach is based on the assumption that the researcher wants to develop an understanding and insight into the phenomenon being investigated and, in order to do so, must select a sample from which the maximum can be learned (Merriam, 1998a). As Patton (1990) argues, “the logic and power of purposeful sampling lies in selecting information-rich cases for study in depth. Information-rich cases are those from which one can learn a great deal about issues of central importance to the purpose of the research, thus the term purposeful sampling” (p. 169). Therefore, when identifying the purposeful sample for this study, a specific criterion for participation has been applied.
Two different early childhood services located in the greater electoral district that were integrating a minimum of two pieces of ICT in their educational programme with young children were selected to participate in this study. These items could include, but were not limited to, digital cameras, computers, faxes, videos and so on. The ECE services that were selected to participate in the study included a kindergarten and private education and care centre. The purposeful sample for this study included all teachers, parents and children attending the ECE setting who were selected and who agreed to participate in the study.
Site / subject selection
The population sample in this study included all head teachers/supervisors or nominated persons in each ECE service in one electoral district of Wellington. These participants in an initial questionnaire sent as part of Phase One of the study indicated willingness for their services to participate further in the study.
Two ECE services were selected and all teachers and parents from each of the ECE settings were asked to provide data for the study in the form of a questionnaire.
Parents indicated on this form a willingness to have their child participate in the study and agreed that the researcher could contact them to discuss this further. For the purpose of this study the generic term “parents” will be used throughout the thesis, although this may include parents, step parents, grandparents or foster parents.
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Subsequent data involved all teachers and a selected group of children willing to participate in interviews from each of the ECE services represented in the study. Pseudonyms were used for teachers and children involved in this study.
Methods of data collection
In this study, data gathering methods included questionnaires and semi-structured interviews. The data were gathered from the sample groups identified in the timetable below.
Questionnaire sent to all ECE services in one electoral district of Wellington in July - August 2007.
Questionnaire distributed to participating early childhood services in August – September 2007.
Semi-structured interviews with teachers and selected children from each ECE service September – October 2007.
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Flow chart of the data collection
Send out letter of introduction, information sheet and centre questionnaire to all early childhood services in the (suburb) area of Wellington.
Appendices 1, 2 & 3
When questionnaires are returned identify which services have agreed to participate further and select two.
Approach ECE umbrella organisations for written consent to work with individual services.
Appendices 4, 5, 6, & 7
Researcher to visit the two selected ECE services to meet the staff and to provide them with copies of the teacher information sheet, questionnaire and consent forms. A separate information sheet and questionnaire for parents will be provided for teachers to distribute.
Appendices 8, 9, 10, 11 & 12
Researcher to visit the early childhood service to answer any further questions. Teacher and parent questionnaires and consent forms collected.
Appendices 9, 11,12 & 14 The researcher will work with teachers to compile a list of children (whose parents have provided written consent) to
participate in a follow-up interview. Teacher photo consent is sought.
Appendices 12 & 15 Provide an information sheet to teachers. Conduct interviews with teachers and children in the ECE centre.
Appendices 13 & 18 Analyse data and ask parents &
teachers to complete the transcript release form. Write the discussion and share findings with the ECE services and parent community.
Appendices 20 & 21 Contact umbrella organisation to
gain verbal permission to send
out initial centre questionnaire. Contact the parents (whose children are participating in the research) to discuss the
interview process, distribute phase 3 information sheet and seek written consent to photograph children.
Appendix 17 & 18