This paper reports on a study which sought to explore the relationship between literacy and technology in the early years of education. The paper provides insight into the nexus between literacy centred practice and technology in the practice of early years educators. Findings reported in this paper describe the knowledge, understanding and pedagogical practice of educators teaching in early learning environments.
The study embraced both a pre-school (Kindergarten) early learning environment and that of the first year of primary education (Preparatory) in Victoria, Australia. The research question framing the study was, "What are early years educators' experiences of the relationship between technology and literacy in early years learning environments?" The question raised issues relating to teacher mediation of technology in the literacy learning environment. The paper reports on the beliefs, understandings and assumptions about technology and literacy which early years educators bring with them to the learning environment. Further, it highlights educator understandings of the relationship between technology and literacy explored through an action-reflection model which focused on their practices and applications of technology to literacy learning in the early learning environment.
A narrative methodology was used in the study. Case study captured the happenings within the changing life space of the learning environments during the six month time frame of data collection. Qualitative data collection methods used to document the lived experiences of participants included interviews, learning story journals, work samples, photographs and a researcher journal.
The paper reports findings which indicate that whilst the early years educators worked in different learning environments, they commenced the study with similar levels of competence. Both used technology in prescriptive ways. Whilst each had a different view of literacy, they both concluded the data collection period with similar views of technology and literacy, and were using technology in holistic ways. These findings suggest that the action-reflection model may have contributed to growth in understanding of the relationship between technology and literacy and to the change in use of technology.
A key recommendation presented in the paper is that educators consider the re-contextualised model of Cambourne's (1995) conditions of learning which was confirmed by the study for the application of technology to the literacy context.