A cross-cultural exploration of early childhood educators’ beliefs and experiences around the use of touchscreen technologies with children under 3 years of age
| Autor: | Maria Dardanou, Jane O'Connor, Maria Hatzigianni, Torstein Unstad, Olga Fotakopoulou |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2020 |
| Předmět: |
Self-efficacy
Medical education Context effect 05 social sciences Educational technology 050301 education VDP::Technology: 500::Information and communication technology: 550 VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280 Education law.invention Touchscreen law Developmental and Educational Psychology Technology integration Cross-cultural 0501 psychology and cognitive sciences Early childhood Psychology VDP::Social science: 200::Education: 280 0503 education VDP::Teknologi: 500::Informasjons- og kommunikasjonsteknologi: 550 050104 developmental & child psychology |
| ISSN: | 1350-293X |
| Popis: | This is an Accepted Manuscript of an article published by Taylor & Francis in the European Early Childhood Education Research Journal on 11 March 2020, available online: https://www.tandfonline.com/doi/full/10.1080/1350293X.2020.1735744. This paper will discuss the beliefs and experiences of early childhood educators across three countries, England, Norway and Greece, in relation to the use of touchscreen technology with the youngest children in their settings. Building on previous research which explored parents’ perspectives, this study now extends the investigation to early childhood educators who play a key role in children’s learning and development. A detailed online survey was implemented across the three countries based on Bronfenbrenner’s ecological framework and with a focus on their teaching philosophy. Findings indicate that although there are some pertinent cultural differences, overall educators are generally confident when using technology for work/personal purposes but less so when integrating technology with very young children. Educators across all countries were not satisfied with their training. The country of origin had a significant impact on teachers’ philosophy and their views towards technology, with Norwegian educators reporting the most positive views towards using touchscreen technologies in educational settings with very young children. Macrosystemic factors in each country could be explored in future research to contribute to a deeper interpretation of similarities and differences between countries and cultural contexts. |
| Databáze: | OpenAIRE |
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