A Blended Theoretical Framework for Integration of ICT within Early Year Education: an Overview

Mustafa F. Alkhawaldeh, Enass Olimat, Ayoub Al-Rousan


This paper describes a blended theoretical framework of socio- cultural theory and Bronfenbrenner’s ecological systems model to considerations of integration of ICT in early year’s education. The theories are reviewed and its extended version which uses the idea of different system to help analyse the use of technology in context described. Two model of use computer technology are described: one exploring the use of ICT within various socio-cultural contexts and the other exploring the use of ICT in different geological system. A Sociocultural approach towards the study of Information and Communication Technologies (ICT) in early year’s education rejects the view that ICT can be studied in isolation; it must be studied within the broader context in which it is situated. The ecological systems model enables the investigation of numerous issues surrounding the integration of ICT into early year’s education via exploring perspectives of involved stakeholders, at all ecosystemic levels: education officials at the macro- and exo-levels, parents and head teachers at the meso-level, and teachers and children at the micro-level.  This allows for the acquisition of rich and diverse data that provide an in-depth picture of ICT practice in early childhood settings.

Keywords: socio- cultural theory, ecological systems model, ICT, Computer technology, Early Years Education

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ISSN (Paper)2224-5766 ISSN (Online)2225-0484

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