Examining Educators’ Knowledge, Beliefs, and Practices About Using Technology With Young Children

• In Event: Educators’ Perspectives and Methods of Assessing Use of Technology With Students

Abstract

The use of technology with young children has increased significantly over the last two decades and has been shown to foster student motivation, interest and engagement with tasks by promoting a more interactive experience with instructional materials (Espinosa, Moore, & Lodree, 2003; Lee & Vail, 2005; Maddux, 2000). The purpose of this study was to examine the knowledge, beliefs, and practices about using technology in early childhood settings by preschool classroom staff. Data source included surveys, interviews, and observations with classroom staff. Survey and interview data indicated that classroom staff valued the use of technology during instruction. However, survey interview and observation data also indicated that classroom staff was in need of additional technology training and access.

Authors

• Nicole Scarlett Fenty, Binghamton University - SUNY

• Elizabeth McKendry Anderson, Binghamton University - SUNY