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Our Research and Questions
Informing this research is the value that all classrooms are potential communities of inquiry, providing children with qualitatively rich experiences through which “children can articulate and explore their own interpretations of the world and bring these into dialogue with others” (Vassalage Kennedy, 2011).
Focused on child and teacher identity and agency and the intention of revealing promising practices in the hybridization of physical classroom spaces with technology when used as tools of inquiry in constructing identity in early childhood. Individually and collectively, the participants shared their own research on the hybridization of analog materials (non-digital, physical materials, such as paint, blocks, clay, and paper; and including non-digital technologies, such as overhead projectors and light tables) and digital materials (technologies that are electronic tools, systems, devices, and resources that generate, store, or process data, including social media, online games, multimedia, and mobile phones) in early childhood settings.
The underlying assumption is that such a classroom challenges normative adult world views of technology’s application when engaging children. Our work worked to illuminate the quality of interactions through innovative practices in digital spaces by supporting the imaginative work of young children in collaboration with their teachers and families. Our research focused on dismantling traditional structural views of technological learning by revealing educators’ and children’s voices engaged in innovative practices in classroom communities.
Research Questions
As educators, how do we practice multiple and simultaneous ways of thinking through the 100 languages through digital technologies?
When using digital technology, how do we assure that the child is a protagonist in their own learning?
Where is the intersection between digital technology and the co-construction of relationships of the world through multiple points of view, respectful, reciprocal relationships, and playful, curious interests?
Early Childhood Educator Roles at the Intersection of Digital and Physical Environments in early Childhood Classrooms.
Early Childhood Educator Roles at the Intersection of Digital and Physical Environments in early Childhood Classrooms.
Learn more about the Research Process and what we learned.
Meet The Researchers
Meet The Researchers
Ingrid Anderson, Ed.D.
Ingrid Anderson, Ed.D.
Ingrid Anderson, Ed.D. is a faculty at Portland State University in the Early Childhood Inclusive Education program. She works with the Master of Early Childhood: Inclusive Ed and Infant Toddler Mental Health programs. She focuses her research on early childhood educator mental health and the role of technology in online learning, teacher and child spaces.
She has keynoted events in 2017-2018 in Digital Landscapes, Early Childhood Emotional Lives, and in Early Childhood STEM, The National Early Childhood STEM Conference, the Oregon AEYC Conference, among others.
Susie Crandlemire, MS.
Susie Crandlemire, MS.
Susie Crandlemire, M.S. earned her Bachelors in Elementary Education from the University of Idaho in 2008 and her Masters in Curriculum and Instruction with an Early Childhood Education Specialization at Portland State University in 2013. She has worked for 13 years in education and has worked as a K-5 Literacy Specialist, K-5 Instructional Coach, preschool teacher, and adjunct instructor. Since 2014 Susie has taught ECED 573 Assessment and Technology in ECE at Portland State University. Susie also teaches preschool in a Reggio-inspired preschool in Boise, Idaho.
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