Supporting early childhood educators integrating digital media into their practice

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.

Name thesis:degree_name

Master of Arts (MA)

Discipline thesis:degree_discipline

Education

Grantor

University of Ontario Institute of Technology

Year dc:date.issued

2025

Author dc:creator

• Hong, Ingi

Advisor dc:contributor.advisor

• Jacobs, Brenda

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/10155/2047

OAI identifier oai:identifier

oai:ontariotechu.scholaris.ca:10155/2047