Poster #235 - Chinese and the U.S. Preschool Teacher’s Practice and View of Using Technology in Teaching

• In Event: 1-061 - Poster Session 02
  In Poster Session: PS 02 Section - Technology, Media & Child Development

Integrative Statement

Problem Statement: Young children are exposed to a large variety of technologies (McManis & Gunnewig, 2012). It is widely agreed that technology can increase the choices and opportunities for teaching practices (Kurt, 2013). Teacher is considered as a powerful mediator who can effectively integrate technology in teaching (Blackwell, Lauricella, & Wartella, 2014; Voogt & McKenney, 2008). However, research reveals that meaningful use of technology in preschool classrooms is infrequent (Ertmer & Ottenbreit-Leftwich, 2013; Wartella, Blackwell, Lauricella, & Robb, 2013). In the changing society, especially with the increased access to technology, examining in-service preschool teachers’ perspective and practice of implementing technology in classrooms is important. In addition, different culture may influence teachers’ perspective and practice. Utilizing the benefits of cross-cultural studies would help in understanding what is typical and atypical among different cultures (Izumi-Taylor, Ito, Lin, & Lee, 2014). Therefore, the current study aims to understand how preschool teachers in China and the U.S. think and adopt technology.

Participants: There are four participants: T1 (Teacher 1) is a female teacher who works in a STEAM school (Science, Technology, Engineering, Art, and Mathematics) in a mid-sized southern city in the U.S. T2 is a male art teacher who works in a university-affiliated preschool in the same city with T1. T3 and T4 are female teachers who work in a leading preschool in a central city in China.

Procedure: A semi-structured interview guide was used in four in-depth interviews. All interviews were audio recorded and transcribed. The Chinese transcripts were translated into English.

Methods: Content analysis was used. After abstracting themes, interpretations were made by connecting themes with research questions.

Results: Three themes emerged from the data analysis, technology used, advantages and disadvantages of technology. In addition, culture differences emerged within each theme. All participants use computer to search and present information related to course objectives and students’ interests. In comparison, the U.S. participants use technology in a more individualized way, such as offering tablets time to help students learn on their own developmental trajectories. In contrast, Chinese participants use technology in the large group, such as using PowerPoint and smart board to teach the nutrition facts in their food before lunch. Participants all agree that using technology in teaching is more attractive to children. T1 found her preschoolers have larger vocabulary; T3 mentioned the content presented on the smart board is easier for students to understand. However, T1 believed the development of fine motor skills such as holding a pencil to write is lacking as a result of using finger to do writing practice on tablets. Besides, participants identified distraction problems that caused by technology. In addition, T1 mentioned that reconstructing teacher’s role in individual tablets time is one of her biggest challenges. Chinese participants emphasized their concern about preschooler’s physical well being. T4 complained that making PowerPoint everyday is time consuming.
Conclusions: The results reveal that culture shapes preschool teachers’ practice and concerns about technology use in teaching. Preschool teachers are adjusting their role as a mediator in this digital age.

Author

• Beijia Tan, The University of Memphis
  Presenting Author