Search results for: Ingleby Ewan

This article explores the pedagogical technology continuing professional development (CPD) needs of early years educators in England. The findings reveal a difference in interpretation of ICTs between the UK governments and academic research that questions the merits of using ICTs for teaching. The practitioners associate ICTs with computers and software and mirror recent UK governments and their message that ‘e is best’. Furthermore, the practitioners view ICT as being a key CPD priority but they expect ‘instruction’ as opposed to directing CPD processes themselves.