Factors influencing digital technology use in early childhood education

Blackwell, Courtney K.; Lauricella, Alexis R.; Wartella, Ellen

doi:10.1016/j.compedu.2014.04.013

Cited by 299 publications

(205 citation statements)

References 36 publications

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“…By majority, these results are in line with the findings of Blackwell, Lauricella, and Wartella (2014), and of Hermans, Tondeur, van Braak, and Valcke (2008), that noted the positive association of the teacher notions advocating the espousal of learner-centered teaching methods, with the practices of the pedagogical utilization of ICT, as well as the extended teacher work experience with the restrictive schoolteacher beliefs towards the educational inclusion of new technological means. Notably, Zaranis and Oikonomidis (2014) ascertained the positive correlation of the supportive teacher attitudes with reference to the learning outcomes of the educational use of new technologies as cognitive tools, with the increased recent preservice teacher training.…”

Section: Resultssupporting

confidence: 79%

Factors That Prevent Primary School Teachers From Utilizing Computers and Other New Technological Means in Their Workplace: The Case of Primary School Teachers in the Prefecture of Magnesia, Greece

Moutsinas¹,

Lamprianidou²,

Mamalaki³

et al. 2016

IJAEDU- International E-Journal of Advances in Education

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In order to understand and to promote the educational integration and utilization of Information and Communication Technologies (ICT), teachers need to be investigated in-depth, as substantial determinants of the educational process, and research interest ought to be concentrated on the factors that are inhibitory to their decisions concerning the pedagogical employment of ICT. Therefore, the present paper examines three interrelated factors that prevent primary school teachers from making use of computers and of other new technological means in their workplace. Through qualitative methodology and individual structured interviews, seven (7) teachers from public primary schools of equal number, in the prefecture of Magnesia, Greece, report a) the main problems encountered in the educational use of computers, b) their beliefs about the pedagogical value of the utilization of computers in the teaching process, and c) the "official policy" of their school of service regarding the usage of computers in instructional practice. According to the findings of this study, among others, a) the quantitatively and qualitatively inadequate or insufficient school infrastructure and technical support are ascertained, whilst highlighting b) the positive learning outcomes of the said use of computers, along with schoolteacher beliefs in favor of their confined employment. Finally, c) a range of existing school policy is observed, including the formal or informal encouragement of the voluntary use of computers, or the absence of corresponding guidelines. Overall, despite their limitations, the abovementioned results can be applied to pre-service and in-service teacher training, and in the formulation of the associated educational policy, taking into account the available national financial resources.

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Section: Resultssupporting

confidence: 79%

Factors That Prevent Primary School Teachers From Utilizing Computers and Other New Technological Means in Their Workplace: The Case of Primary School Teachers in the Prefecture of Magnesia, Greece

Moutsinas¹,

Lamprianidou²,

Mamalaki³

et al. 2016

IJAEDU- International E-Journal of Advances in Education

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“…They focus on the prevalence, related factors, associated risks and opportunities, and coping strategies for selected online activities. Research on younger children and their use of digital technology is more scarce and has only recently begun to expand; for example, recent research in the USA focuses on the role of media in children's development, especially in the context of education (e.g., Blackwell, Lauricella, & Wartella, 2014). However, most research has mainly been published in descriptive research reports (e.g., Chaudron et al, 2015;Rideout & Katz, 2016) or in reports that have a dominant focus on preschoolers (e.g., Marsh et al, 2015).…”

Section: Young Children's Online Experiencesmentioning

confidence: 99%

Mediation of young children’s digital technology use: The parents’ perspective

Šmahelová¹,

Juhová²,

Čermák³

et al. 2017

Cyberpsychology

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“…Gong et al (2004) and Blackwell et al (2014) both proposed that 'computer self-efficacy' was the cornerstone of teachers' perception of the usefulness of technology and their subsequent intention to use it in practice. Furthermore, Teo et al (2008) suggested that confidence with technology needs to be embedded during teacher training, if its use in the classroom is to be promoted, and Louw (2015) has gone so far as to propose a specific workshop to help staff.…”

Section: Staff Anxiety Towards Technologymentioning

confidence: 99%

Mobile Technology in Higher Education – Give it a Go: A Perspective from Bioscience

Peart

2017

Compass

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Barriers, as perceived by teachers, towards the acceptance of new and emerging technologies in teaching and learning are well reported in the literature. This article offers a reflection upon a project that observed student use of mobile technologies to support their learning. It was apparent that the main use of the technology was for self-directed learning and not for subject-specific studies or use within the classroom. It is suggested that teaching staff need not feel pressured by students to be technology experts and are encouraged to work in partnership with their students to evaluate the potential of such technologies for supporting learning.

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Factors influencing digital technology use in early childhood education

Cited by 299 publications

References 36 publications

Factors That Prevent Primary School Teachers From Utilizing Computers and Other New Technological Means in Their Workplace: The Case of Primary School Teachers in the Prefecture of Magnesia, Greece

Factors That Prevent Primary School Teachers From Utilizing Computers and Other New Technological Means in Their Workplace: The Case of Primary School Teachers in the Prefecture of Magnesia, Greece

Mediation of young children’s digital technology use: The parents’ perspective

Mobile Technology in Higher Education – Give it a Go: A Perspective from Bioscience

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