The use of the Interactive Whiteboard within early years practice: Lived experiences of kindergarten educators in Malta
DOI:
https://doi.org/10.62695/DPVB2076Keywords:
Early years pedagogy, Interactive whiteboard, Technology-enhanced learning, Kindergarten educators, Activity theoryAbstract
This paper presents a reflective appraisal of my doctoral research wherein I investigated if and how the Interactive Whiteboard (IWB), as a technology-enabled tool, supports/challenges teachers into transforming their pedagogical practices from the teachers’ perspectives in Maltese kindergarten classrooms. Activity theory (AT) as the main theoretical lens was adopted to examine the concepts of the IWB a technology-enabled tool, the early childhood educator’s role and the pedagogical activity within this specific
dynamic sociocultural context. This paper highlights the key findings emerging from participative observation and interview methods grounded in qualitative methodology. The personal narrative provides a deeper insight into the researcher-insider relationship, its implications and contribution to bringing out the reality experienced. Data was analysed using a content analysis approach. Findings revealed how these educators perceived the use of the IWB and how the tensions experienced were related to lack of professional development and support both in technical and pedagogical aspects. The role of the educator was found to be key in enabling change and innovation. The study has enriched the local literature giving a voice to the kindergarten educators as well as providing recommendations for future policy and practice.
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