Two worlds collide? The role of Chinese traditions and Western influences in Chinese preservice teachers’ perceptions of appropriate technology use

Chuanmei Dong*, Pekka Mertala

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

4 Citations (Scopus)

Abstract

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.

Original languageEnglish
Pages (from-to)288-303
Number of pages16
JournalBritish Journal of Educational Technology
Volume52
Issue number1
Early online date29 Jun 2020
DOIs
Publication statusPublished - Jan 2021

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