In-service Preschool Teachers’ Thoughts about Technology and Technology Use in Early Educational Settings

Abstract

The purpose of this study is to understand in-service preschool teachers’ thoughts about technology and technology use in early educational settings. Semi-structured interviews were conducted with 18 in-service preschool teachers. These teachers were selected from public and private preschools. Convenient sampling was applied because teachers who were eager to attend the study were selected. Content analysis technique was used to analyze the data. Based on the content analysis, eleven main themes as to technology related views and practices of in-service preschool teachers emerged. Findings of the study indicated that the majority of in-service teachers had positive views about appropriate technology use in preschool education. Findings also showed that early educational settings need to be equipped with adequate technologies. Moreover, in-service preschool teachers emphasized that they expect to be supported by the preschool curriculum and several programs aiming at enhancing their technology use skills. Lastly, teachers were aware of not only the advantages of technology but also the potential disadvantages. Results of the study may help instructional designers, researchers and practitioners better integrate new technologies into preschool education.

Keywords

• preschool education,preschool teachers,technology use,children,in-service teachers

References

1. Atay-Turhan, T., Koc, Y., Isiksal, M., & Isiksal, H. (2009). The new Turkish early childhood teacher education curriculum: A brief outlook. Asia Pacific Education Review, 10, 345- 356.
2. Blackwell, C. K., Lauricella, A. R., & Wartella, E. (2014). Factors influencing digital technology use in early childhood education. Computers & Education, 77, 82-90.
3. Bogdan, R. C. & Biklen, S. K. (2007). Qualitative research for education: An introduction to theory and methods (5th ed.). Boston: Allyn & Bacon.
4. Bolstad, R. (2004). The role and potential of ICT in early childhood education. A review of New Zealand and international literature. Wellington: Ministry of Education.
5. Brenner, M. E. (2006). Interviewing in educational research. In J. L. Green, G. Camilli, & P. B. Elmore (Eds.), Handbook of complementary methods in education research (pp. 357- 370). Mahwah, NJ: Lawrence Erlbaum.
6. Chen, J. & Chang, C. (2006). Using computers in early childhood classrooms: Teachers’ attitudes, skills and practices. Journal of Early Childhood Research, 4(2), 169-188.
7. Cox, M. & Marshall, G. (2007). Effects of ICT: Do we know what we should know? Education and Information Technologies, 12(2), 59-70.
8. Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage.

9. Creswell, J. W. & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into Practice, 39(3), 124-130.
10. Fraenkel, J. R. & Wallen, N. E. (2006). How to design and evaluate research in education (6th ed.). New York, NY: McGraw-Hill.
11. Gialamas, V. & Nikolopoulou, K. (2010). In-service and pre-service early childhood teachers’ views and intentions about ICT use in early childhood settings: a comparative study. Computers & Education, 55, 333-341.
12. Gok, A., Turan, S., & Oyman, N. (2011). Okul oncesi ogretmenlerinin bilisim teknolojilerini kullanma durumlarina iliskin gorusleri. Pegem Egitim ve Ogretim Dergisi, 1(3), 59-66.
13. Isikoglu, N., Basturk, R., & Karaca, F. (2009). Assessing in-service teachers’ instructional beliefs about student-centered education: A Turkish perspective. Teaching and Teacher Education, 25, 350-356.
14. Kabadayi, A. (2006). Analyzing pre-school student teachers’ and their cooperating teachers’ attitudes towards the use of educational technology. Turkish Online Journal of Educational Technology, 5(4). Retrieved on 15 June 2015 from www.tojet.net
15. Kalas, I. (2010). Recognizing the potential of ICT in early child education. Analytical Survey. Moscow: UNESCO Institute for Information Technologies in Education.
16. Keengwe, J. & Onchwari, G. (2009). Technology and early childhood education: a technology integration professional development model for practicing teachers. Early Childhood Education Journal, 37(3), 209-218.
17. Mangen, A. (2010). Point and click: Theoretical and phenomenological reflections on the digitization of early childhood education. Contemporary Issues in Early Childhood, 11(4), 415-431.
18. Marsh, J., Brooks, G., Hughes, J., Ritchie, L., Roberts, S. & Wright, K. (2005) Digital beginnings: young children’s use of popular culture, media and new technologies. Retrieved on 22 July 2015 from http://www.digitalbeginnings.shef.ac.uk/final-report.htm
19. Marshall, C. & Rossman, G. B. (2011). Designing qualitative research (5th ed.). Thousand Oaks, CA: Sage.
20. Miles, M. B. & Huberman, A. M. (1994). An expanded sourcebook: Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage.
21. MoNE. (2013). Okul oncesi egitim programi. Retrieved on 14 May 14 2015 from http://tegm. meb.gov.tr/dosya/okuloncesi/ooproram.pdf
22. MoNE. (2014). National Education Statistics. Formal Education 2013/'14. Retrieved on 16 June 2015 from http://sgb.meb.gov.tr/www/milli-egitim-istatistikleri-orgun-egitim-2013- 2014/icerik/95
23. Nikolopoulou, K. & Gialamas, V. (2009). Investigating pre-service early childhood teachers’ views and intentions about integrating and using computers in early childhood settings: Compilation of an instrument. Technology, Pedagogy and Education, 18(2), 201-219.
24. Oguz, E., Ellez, A. M., Akamca, G. O., Kesercioglu, T. I., & Girgin, G. (2011). Early childhood teacher candidates’ attitudes towards computer and computer assisted instruction. Elementary Education Online, 10(3), 934-950. Retrieved on 20 May 2015 from http://ilkogretim-online.org.tr/
25. Onkol, F. L., Zembat, R., & Balat, G. U. (2011). Computer use attitudes, knowledge and skills, habits and methods of preschool teachers. Procedia Computer Science, 3, 343–351. Retrieved on 15 June 2015 from http://www.sciencedirect.com/science/article/pii/ S1877050910004333
26. Stipek, D. J. & Byler, P. (1997). Early childhood education teachers: Do they practice what they preach? Early Childhood Research Quarterly, 12, 305-325.
27. Towns, B. (2010). Computer education and computer use by preschool educators (Order No. 3403175). Available from ProQuest Dissertations & Theses Global. (365702854). Retrieved on 22 June 2015 from http://search.proquest.com/docview/365702854? accountid=13014
28. Tsitouridou, M. & Vryzas, K. (2004). The prospect of integrating ICT into the education of young children: The views of Greek early childhood teachers. European Journal of Teacher Education, 27(1), 29–45.
29. Wood, E., Specht, J., Willoughby, T., & Mueller, J. (2008). Integrating computer technology in early childhood education environments: issues raised by early childhood educators. Alberta Journal of Educational Research, 54(2), 210–228.
30. Yurt, O. & Cevher-Kalburan, N. (2011). Early childhood teacher’s thoughts and practices about the use of computers in early childhood education. Procedia Computer Science, 3, 1562– 1570. Retrieved on 10 June 2015 from http://www.sciencedirect.com/science/article/ pii/S1877050911000512#