ICT and children: exploring possible relational spaces

Information and Communications Technology (ICT) plays an increasingly important part in children’s lives and despite some ongoing concerns they may bring possibilities that provide opportunities for learning and development.... [ view full abstract ]

Information and Communications Technology (ICT) plays an increasingly important part in children’s lives and despite some ongoing concerns they may bring possibilities that provide opportunities for learning and development. There is substantial evidence that children can explore, discover, play and interact with real and virtual worlds through forming interactions and relationships with diverse environments. They make meaning and interpret these, based on their personal views as well as the socio-cultural aspects attached (Soja, 1996). Technology is a key element of human environments, besides physical space. Thus, its position in the wider space of children’s lives is individually perceived and simultaneously reflecting cultural and societal expectations. The aim of this paper is to explore the nature of the relational space between children and technology. A meta-analysis is carried out in order to identify how technology is positioned in children’s lives and the ways through which ICT pluralises children’s experiences. A systematic review of 22 studies involving young children and their interactions with ICT in different environments, led to the proposal of a model of relational dynamics between ICT and children. This model is an outcome of thematic analysis of the selected studies and consists of 6 overarching key themes. Pedagogical process, quality and accessibility, learning environment and personal development were found to be aspects of plurality of this relational dynamic. In addition, attitudes, challenging the ‘digital natives’ term and limited learning were found to be obstacles in the formation of this relational dynamic. These findings are analysed in addressing connections to practice and policy and in underlining the significance of a relational approach between ICT and children for a sustainable future.

KEYWORDS: ICT, young children, space, relational dynamics, sustainability