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Two worlds collide? The role of Chinese traditions and Western influences in Chinese preservice teachers’ perceptions of appropriate technology use
Author(s) -
Dong Chuanmei,
Mertala Pekka
Publication year - 2021
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/bjet.12990
Subject(s) - context (archaeology) , china , perception , technology integration , educational technology , pedagogy , qualitative research , teacher education , psychology , cultural diversity , mathematics education , sociology , political science , social science , geography , neuroscience , archaeology , anthropology , law
This study reports Chinese preservice teachers’ perceptions of appropriate technology use in early childhood education (ECE). China provides an interesting but understudied research context as research into technology use in the early years is western‐centric and the contemporary Chinese ECE is characterized as a hybrid combining traditional Chinese values and Western influences which differ from each other in a rather fundamental manner. Interpretive analysis of qualitative interviews with eight purposefully selected preservice teachers revealed three intertwining determinants as appropriate technology use: objective, time and context. Both, Chinese cultural traditions and Western educational ideas were evident in shaping the participants’ perceptions of appropriate technology use, with the former being the major influence in restraining the preservice teachers’ vision and understanding of technology integration. Implications for teacher education, educational policies and future research are discussed.