Examining Educators’ Knowledge, Beliefs, and Practices About Using Technology With Young Children

Abstract

Technology has been shown to foster children's motivation and interest in instructional materials. In addition, researchers have found that technology results in higher levels of student engagement and greater levels of comprehension. Researchers have also found that educators must have the knowledge and skills in technology necessary to effectively support their students. Much of the research examining educator knowledge and skills has centered at the K-12 level. The current study examines the technological knowledge, beliefs, and practices of educators in early childhood settings. Findings indicate that educators believe that it is important to integrate technology into daily lessons. However, findings also indicate that many teachers do not feel adequately prepared to use technology in early childhood settings; that there is a lack of technology currently available in early childhood settings; and that early childhood educators want more professional development on using technology that also reflects their varying levels of knowledge and experience. An analysis of study results is provided through a discussion of implications, limitations, and next steps.Technology in early childhood education can take many different forms (e.g., interactive whiteboards, tablets, electronic books, and digital narratives) and may be incorporated across a variety of content curricula (e.g., literacy, math, science, social studies, and art). During the past two decades, the use of technology in educational settings that serve young children has increased significantly. According to a joint position statement by the National Association for the Education of Young Children (NAEYC) and the Fred Rogers Center for Early Learning and Children's Media at St. Vincent College (2012), technology and interactive media in early childhood education are here to stay. The International Reading Association's (IRA's) position statement on the use of new literacies and 21st-century technologies acknowledges the ways in which the Internet and other forms of information and communication technologies are redefining the nature of reading, writing, and communication (IRA, 2013). As a result novice and veteran teachers will need to be able to participate in technology-based planning and teaching to meet their student's academic needs (Bruce The research on educators and technology has shown that technology can be used as a traditional and/or transformational tool. Traditionally, educators have used technology as a way to foster children's motivation and interest as well as increase persistence and engagement with traditional tasks by promoting a more interactive experience with instructional materials (Lee & Vail, 2005). Educators have also used technology as a transformational tool in that it has helped create a shift from teacher-directed instruction to allow students to be more active participants in their own learning and encourage project-based learning and higher order thinking (e.g., analysis and synthesis) (Angers & Machtmes, 2005;Hermans, Tond...

‘It Depends’: Technology Use by Parent and Family Educators in the United States

“…Attitude items indicate a fairly positive outlook, and the majority of professionals rate their proficiency as average or better. This is similar to previous research with parenting educators by the author [31,40] and early childhood teachers [35,50]. Family educators appear to be most motivated by the functions of what technology provides to them-ways to make learning more interesting, a way to organize resources, a means for connecting to others-and when resources are available to them.…”

Innovation Determinants and Barriers: A Tri-Perspective Analysis of IT Appropriation within an Early Childhood Education and Care Organisation

“…Although previous studies such as Blackwell et al (2013), Fenty and McKendry Anderson (2014), Plowman and Stephen (2005) and Wood et al (2008) have identified a lack of support and training as structuralist barriers to the integration of IT, they were not found to be present in this case study. In regards to support, the CEO stated that that "if there is an enthusiasm for the technology or delivering something in a program that is enhanced by the technology, we will step in and support that".…”

“…In their examination of iPad adoption and use in the tertiary educational sector, Murphy (2011) found previous technology exposure promoted uptake of the innovative IT devices. As the individualist perspective focuses on an individual's internal characteristics and traits, the literature on barriers to IT integration identified negative educator beliefs and attitudes (Fenty and McKendry Anderson 2014;Ihmeideh 2009;Joshi et al 2010;Li 2006;Lindahl and Folkesson 2012a;Tsitouridou and Vryzas 2004;Wood et al 2008), a lack of knowledge and skills (Edwards 2005;Fenty and McKendry Anderson 2014;Ihmeideh 2010;Leung 2003;Li 2006;Nikleia and Despo 2005;Parette et al 2013;Plowman and Stephen 2005;Tsitouridou and Vryzas 2004;Wood et al 2008), the age of the educator (Parette et al 2013;Ihmeideh 2010) and lack of confidence (Blackwell et al 2014;Fenty and McKendry Anderson 2014;Joshi et al 2010;Li 2006;Nikolopoulou and Gialamas 2013;Plowman and Stephen 2005;Tsitouridou and Vryzas 2004) as barriers to the IT appropriation process.…”

“…Competing organisations (Crocombe et al 1991cited in Slappendel 1996 have been noted in the innovation literature and may be influential in our study as the early childhood educational sector is comprised of organisations competing for the business of providing child education and care services to parents. A lack of equipment and resources (Fenty and McKendry Anderson 2014;Ihmeideh 2009Ihmeideh , 2010Joshi et al 2010;Leung 2003;Liu and Pange 2014;Nikleia and Despo 2005;Nikolopoulou and Gialamas 2013;Wood et al 2008), support (Blackwell et al 2013;Fenty and McKendry Anderson 2014;Li 2006;Liu and Pange 2014;Nikleia and Despo 2005;Nikolopoulou and Gialamas 2013;Plowman and Stephen 2005;Wood et al 2008), training (Blackwell et al 2013;Fenty and McKendry Anderson 2014;Ihmeideh 2009;Li 2006;Nikleia and Despo 2005;Parette et al 2013;Plowman and Stephen 2005;Wood et al 2008), time (Fenty and McKendry Anderson 2014;Ihmeideh 2009Ihmeideh , 2010Li 2006;Wood et al 2008), funding (Ihmeideh 2009;Li 2006;Nikolopoulou and Gialamas 2013;Parette et al 2013;Plowman and Stephen 2005;Wood et al 2008) and IT technical problems…”

Early childhood teachers’ beliefs about readiness for teaching science, technology, engineering, and mathematics

“…This mismatch of STEM education in early childhood has caused early childhood teachers to avoid teaching STEM and thereby fail to develop their confidence to teach subjects related to STEM education in classrooms (Brown, 2005;Fenty and Anderson, 2014;Timur, 2012).…”