Investigating the place of the ‘T ’ in ICT in Early Childhood Education

In this paper I suggest that teachers perceptions of Information Communication Technology (ICT) as technology are common, and investigate whether this is leading to confusion and acting as a barrier to children’s technology learning in early childhood education (ECE). These differences arise in part from confusion surrounding terminology used around ICT and technology education, and in part from the ad-hoc way that both ICT and technology education have been introduced to ECE because of the lack of precise guidelines for teaching and learning with ICT in ECE in this age of multiliteracies. Some of the tensions around the use of ICT in ECE are explored in the following article