Teachers’ intuitive approaches to curriculum design

This study explored the process of teachers’ collaborative decision-making when designing curriculum material to be used in a ICT rich learning environment for early literacy. In this study, 9 teachers voluntary participated. This study used semi-structured interviews and concept maps to explore existing orientations towards teaching early literacy in kindergarten with ICT. These results were compared and contrasted with a discourse analysis on the concerns that were raised during the collaborative team discussions when designing a learning environment for early literacy. The findings of this study show that when designing, their discussions mainly pertain to practically relevant issues such as implications of the program in practice, aesthetics of the material and features in the content itself