{"id":{"repo_id":"uoit","oai_identifier":"oai:ontariotechu.scholaris.ca:10155/2047"},"canonical_url":"https://search.dev.ndltd.org/etd/uoit/oai:ontariotechu.scholaris.ca:10155/2047","repository":{"repo_id":"uoit","name":"Ontario Institute of Technology","base_url":"https://ontariotechu.scholaris.ca/server/oai/request"},"display":{"title":"Supporting early childhood educators integrating digital media into their practice","abstract":"This study explored the integration of digital media into early learning environments in Ontario, focusing on educators’ practices, supports, barriers, and professional learning needs. Findings show that early childhood educators (ECEs) primarily use digital media for lesson planning, documentation, family communication, and academic-focused learning activities such as phonics, numeracy games, and storytelling, with less emphasis on supporting children’s play. Key supports identified included funding, access to tools, clear policies, and curriculum frameworks aligned with play-based pedagogy. Barriers involved concerns about screen time, limited resources, insufficient training, unsupportive family and parents' attitudes, and a lack of provincial policy guidance. While post-secondary early childhood education programs remain the primary source of formal knowledge, participants noted limited practical preparation and often developed skills independently. Participants valued developmentally appropriate practice and intentional planning in digital media integration, and expressed a need for a practical model or framework to guide successful implementation.","abstract_html":"This study explored the integration of digital media into early learning environments in Ontario, focusing on educators’ practices, supports, barriers, and professional learning needs. Findings show that early childhood educators (ECEs) primarily use digital media for lesson planning, documentation, family communication, and academic-focused learning activities such as phonics, numeracy games, and storytelling, with less emphasis on supporting children’s play. Key supports identified included funding, access to tools, clear policies, and curriculum frameworks aligned with play-based pedagogy. Barriers involved concerns about screen time, limited resources, insufficient training, unsupportive family and parents' attitudes, and a lack of provincial policy guidance. While post-secondary early childhood education programs remain the primary source of formal knowledge, participants noted limited practical preparation and often developed skills independently. Participants valued developmentally appropriate practice and intentional planning in digital media integration, and expressed a need for a practical model or framework to guide successful implementation.","abstract_has_math":false,"creators":["Hong, Ingi"],"institution":"University of Ontario Institute of Technology","degree_name":"Master of Arts (MA)","degree_level":null,"degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":["Jacobs, Brenda"],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-12-01","date_published":"2025-12-01","updated_at":"2026-07-24T05:35:18Z","subjects":[],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10155/2047","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Jacobs, Brenda"]},{"key":"dc:creator","label":"Author","values":["Hong, Ingi"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2026-01-20T16:04:53Z"]},{"key":"dc:date.issued","label":"Date","values":["2025-12-01"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Ontario Institute of Technology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10155/2047"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study explored the integration of digital media into early learning environments in Ontario, focusing on educators’ practices, supports, barriers, and professional learning needs. Findings show that early childhood educators (ECEs) primarily use digital media for lesson planning, documentation, family communication, and academic-focused learning activities such as phonics, numeracy games, and storytelling, with less emphasis on supporting children’s play. Key supports identified included funding, access to tools, clear policies, and curriculum frameworks aligned with play-based pedagogy. Barriers involved concerns about screen time, limited resources, insufficient training, unsupportive family and parents' attitudes, and a lack of provincial policy guidance. While post-secondary early childhood education programs remain the primary source of formal knowledge, participants noted limited practical preparation and often developed skills independently. Participants valued developmentally appropriate practice and intentional planning in digital media integration, and expressed a need for a practical model or framework to guide successful implementation."]},{"key":"dc:title","label":"Title","values":["Supporting early childhood educators integrating digital media into their practice"]}]}],"canonical_facts":{"dc:contributor.advisor":["Jacobs, Brenda"],"dc:creator":["Hong, Ingi"],"dc:date.accessioned":["2026-01-20T16:04:53Z"],"dc:date.issued":["2025-12-01"],"dc:description.abstract":["This study explored the integration of digital media into early learning environments in Ontario, focusing on educators’ practices, supports, barriers, and professional learning needs. Findings show that early childhood educators (ECEs) primarily use digital media for lesson planning, documentation, family communication, and academic-focused learning activities such as phonics, numeracy games, and storytelling, with less emphasis on supporting children’s play. Key supports identified included funding, access to tools, clear policies, and curriculum frameworks aligned with play-based pedagogy. Barriers involved concerns about screen time, limited resources, insufficient training, unsupportive family and parents' attitudes, and a lack of provincial policy guidance. While post-secondary early childhood education programs remain the primary source of formal knowledge, participants noted limited practical preparation and often developed skills independently. Participants valued developmentally appropriate practice and intentional planning in digital media integration, and expressed a need for a practical model or framework to guide successful implementation."],"dc:identifier.uri":["https://hdl.handle.net/10155/2047"],"dc:language.iso":["en"],"dc:title":["Supporting early childhood educators integrating digital media into their practice"],"dc:type":["Thesis"],"thesis:degree_discipline":["Education"],"thesis:degree_name":["Master of Arts (MA)"],"thesis:institution_name":["University of Ontario Institute of Technology"]},"updated_at":"2026-07-24T05:35:18Z"}