Perspectives on Technology Use by Education Professionals in School District Dual-Focus Early Childhood, Parent Education Program

• In Event: Marriott Roundtable Session 18
  In Roundtable Session: Technology as an Agent for Change in Early Childhood Education

Abstract

This qualitative study examined the perspectives on technology use by licensed parenting educators, licensed early childhood teachers and classroom assistants in a school district sponsored early childhood education and parenting program. An informed constructivist grounded theory, multiple perspective analysis was applied. Attitudes toward technology were positive across staff, though greatly affected by perceived challenges to device quality, availability, training and support. The context also challenged teachers' coordination of technology integration for reaching parents and children in ways that reflect the dual focus of the program. Issues present a complex picture of technology integration needs for staff who reach children early and can provide a family system of learning supports.

Authors

• Susan K. Walker, University of Minnesota

• Caroline Reynolds, University of Minnesota -Twin Cities