The relational space of educational technology in early childhood: pre-service practitioners’ views.

The aim of this paper is to explore early childhood students’ views on how variations in educational technology might impact young children’s learning experiences in the classroom. Initially, a meta-analysis of 33 studies was carried out in order to identify how technology is positioned in children’s lives (m=4.8 years), identifying two key dimensions: one regarding aspects of children’s learning spaces and the other regarding their personal development. At a second stage, two online vignettes, informed by the meta-analysis findings, were completed by 45 university students studying early childhood studies. Participants’ understanding of the interplay between the First Space (i.e. material space considering devices, hardware, software), the Second Space (i.e. mental space based on perceptions and attitudes) and the Third Space which combines both (Soja, 1996). Findings illustrate that alterations in the First Space influence participants’ opinions on the relationship between technology and children’s learning and development. The implications of this study reflect the complexity of educational technology in early years settings where both First and Second spaces play a significant role and provides the opportunity to implement a spatial perspective on how practitioners can become navigators, transformers and constructors of their own technological praxis and practice.