Tracing the Ontological Beliefs of Norwegian Educators Concerning Technology use in Early Childhood Education and Care

Nested in the socio-cultural theory and the related concepts of dialogue in thinking (Mercer Littleton, 2007) and dialogic teaching in classrooms (Mercer Howe, 2012), this study explored knowledge and technology as dynamic meaning-making processes in Norwegian early childhood education and care (ECEC) settings. Group-reflections from thirteen Norwegian early childhood educators and their ontological beliefs concerning digital technology in ECEC were analysed with a theory-driven thematic analysis. The analysis highlights two tensions between individual and collective reasons for using digital technology in ECEC: a tension between the educators’ ontological beliefs about the need for children’s collective experiences and children’s individual use of digital technology, and another tension related to the educators’ own individual learning and collective knowledge construction about technology. We derive time as the key reason for the individual-collective tensions. Educators need time to develop good experiences with digital technology for all children, and they need time to develop their own learning, individually and collectively. Given the urgent demand to support technology use in Norwegian ECEC for young children, we underscore time constraints as a key factor influencing individual-collective tensions, impacting educators’ capacity for effective implementation and professional development.