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Technology Use in Early Childhood Ed...

Blackwell, Courtney K.

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Technology Use in Early Childhood Education: Investigating Teacher Access and Attitudes Toward Technology and the Effect of iPads on Student Achievement.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Technology Use in Early Childhood Education: Investigating Teacher Access and Attitudes Toward Technology and the Effect of iPads on Student Achievement./
作者:	Blackwell, Courtney K.
面頁冊數:	118 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
標題:	Educational technology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3705215
ISBN:	9781321780925

Technology Use in Early Childhood Education: Investigating Teacher Access and Attitudes Toward Technology and the Effect of iPads on Student Achievement.
Blackwell, Courtney K.

Technology Use in Early Childhood Education: Investigating Teacher Access and Attitudes Toward Technology and the Effect of iPads on Student Achievement. - 118 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ph.D.)--Northwestern University, 2015.

The current project explores two important aspects of the educational technology environment in the United States. Study 1 draws on repeated cross-sectional online survey data from 2012 and 2014 of over 2,000 early childhood educators to understand both the current technology environment as well as how access, use, and attitudes have changed over a two-year period. Results suggest an almost two-fold increase in access to tablet computers in early childhood classrooms, and these results hold for teachers from all types of programs and of students from all socioeconomic backgrounds. However, no differences were found for frequency of using tablet computers, reiterating prior work with teachers of older children that suggests access does not equate with use. Results also confirmed that teacher attitudes play a critical role in if and how often early childhood educators use a diverse set of technologies in the classroom, with attitudes even moderating the association between teacher pedagogy and using Smartboards and tablet computers. As such, understanding teacher attitudes remains crucial to understanding their use of such technology in the classroom.

ISBN: 9781321780925Subjects--Topical Terms:

517670
Educational technology.

Technology Use in Early Childhood Education: Investigating Teacher Access and Attitudes Toward Technology and the Effect of iPads on Student Achievement.
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245 1 0 $a Technology Use in Early Childhood Education: Investigating Teacher Access and Attitudes Toward Technology and the Effect of iPads on Student Achievement.
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500 $a Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
500 $a Adviser: Ellen Wartella.
502 $a Thesis (Ph.D.)--Northwestern University, 2015.
520 $a The current project explores two important aspects of the educational technology environment in the United States. Study 1 draws on repeated cross-sectional online survey data from 2012 and 2014 of over 2,000 early childhood educators to understand both the current technology environment as well as how access, use, and attitudes have changed over a two-year period. Results suggest an almost two-fold increase in access to tablet computers in early childhood classrooms, and these results hold for teachers from all types of programs and of students from all socioeconomic backgrounds. However, no differences were found for frequency of using tablet computers, reiterating prior work with teachers of older children that suggests access does not equate with use. Results also confirmed that teacher attitudes play a critical role in if and how often early childhood educators use a diverse set of technologies in the classroom, with attitudes even moderating the association between teacher pedagogy and using Smartboards and tablet computers. As such, understanding teacher attitudes remains crucial to understanding their use of such technology in the classroom.
520 $a Study 2 uses a quasi-experimental design and draws on student achievement data from 352 kindergarteners to understand the effect of 1:1 iPads, versus shared iPads and no iPads, on literacy achievement for one year of learning. Results from Hierarchical Linear Models (HLM) suggest that shared iPads---where children primarily engaged with the device in pairs---significantly out-performed peers who used 1:1 iPads or no iPads on end-of-year literacy achievement, controlling for baseline test scores and student demographic characteristics. As such, results suggest that young children may need peer-to-peer social interactions and scaffolding when using tablet computers to experience the best achievement results.
520 $a Overall, the current project provides important practical and theoretical contributions. Of note is the importance of understanding what factors influence teachers' use of technology in the classroom as a way to improve teacher education and professional development programs to ensure effective technology use. Additionally, this project suggests a need to rethink developmentally appropriate technology practice in early childhood education to take into account collaborative technology use, which may have important influences on young children's learning and development.
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