Educational Technology Use in Early-Childhood Classrooms: Influence of Teacher Characteristics on Implementation

Async Paper Presentation ID: 59298
  1. Angela Plut
    Katy Independent School District
  2. aaa
    Jana Willis
    University of Houston-Clear lake
  3. aaa
    Michelle Giles
    University of Houston-Clear Lake
  4. aaa
    Michelle Peters
    University of Houston-Clear Lake
  5. aaa
    Orange Amy
    University of Houston-Clear Lake

Abstract: Researchers will share results of a study that examined perceptions, attitudes, technology proficiency, age, and years of service of early-childhood teachers’ and the impact of those factors on educational technology use in early-childhood classrooms. While the 21st century catapulted classrooms into the technology age there needs to be balance between traditional teaching methods and use of developmentally appropriate technology in early-childhood classrooms. A mixed-methods design provided insight into teachers’ perceptions, attitudes, and proficiency of technology use in early-childhood classrooms as compared to age and years of service. Outcomes indicated early-childhood teachers with more years of service were more likely to feel confident in technology proficiency, resulting in higher classroom implementation. Results indicated that as an early-childhood teacher’s technology proficiency increased, attitudes towards technology increased. Participants shared a commitment for ensuring technology was developmentally appropriate and believed quality instruction should be the primary focus in early-childhood classrooms. The study emphasized that regardless of years of service, teachers must feel competent in their abilities to use educational technology.

Topics

Conference attendees are able to comment on papers, view the full text and slides, and attend live presentations. If you are an attendee, please login to get full access.
x