The use of mobile devices to help young children learn about Indigenous perspectives through environmental inquiry

Abstract

Technology is part of everyday life for many young children in Canada, and the use of technology in early childhood education has been progressing. This research explores how mobile devices can support young children in learning about Indigenous perspectives through environmental inquiry. Learning about Indigenous perspectives is an ongoing effort towards truth and reconciliation in Canada. Early childhood educators (ECEs) can gain confidence in planning and implementing teaching practices related to Indigenous content when they understand teaching about Indigenous perspectives. A case study design was used to investigate ECEs’ perceptions of mobile device use in early childhood education. Semi-structured interviews were used to gather information from the seven ECEs who took part in this study. The findings revealed meaningful experiences and barriers for integrating mobile devices in early learning. This research contributes to a new space in early childhood education, with technology, Indigenous perspectives, and environmental inquiry being considered collectively.