Apps in Class: Early Childhood Teachers’ Use of Technology in the Classroom

• In Event: Poster Session 07
  In Poster Session: PS 07 Topic - Education, Schooling

Abstract

Preschoolers spend over 2 hours per day with screen media, and the time children spend using mobile devices tripled from 2013 to 2017 (Rideout, 2017). However, less is known about the extent to which children are exposed to media and technology in early childhood education (ECE). In a 2018 report, more than two-thirds of ECE teachers reported using tablets in the classroom at least once a month (Northwestern, 2018), but more recent and in-depth research on the use of technology in ECE is lacking. The current study addresses that gap by providing a nuanced picture of technology use in ECE. The current study addresses four aims: (1) Establish the frequency, contexts, and purposes for which ECE teachers report using technology. (2) Identify whether and to what extent teachers’ classroom technology use can be represented by distinct classes, and (3) Examine demographic and classroom predictors of teachers’ technology use. ECE lead teachers were recruited via email lists of educators who participated in previous studies or expressed interest in receiving more information. Participants (N = 312, 98.6% female; Mage = 43.9 years) all taught preschool-age children. Most had a Bachelor’s (44.5%) or graduate degree (38.0%). Participants had been lead teachers for 12.8 years on average (SD = 9.0; range: 1 – 39) and were primarily White (91%) and non-Hispanic (97%). Teachers represented the geographic diversity of the state: 33% urban, 38% suburban, and 29% rural. Participants were first asked to check which of four devices they used with children in their classroom (tablet, smartphone, computer, television). If participants responded that they used each device, they were asked how often. Survey items also assessed (1) Purposes: how often teachers used each device for instructional purposes (e.g., teaching new material, practicing material) and non-instructional purposes (e.g., entertainment, as a reward), and (2) Context: how often teachers used devices for both teacher-supported and non-teacher-supported activities. Results indicated that tablet and computer use were most common, whereas smartphone and television use were less prevalent. Teachers reported most frequently using tablets, computers, and smartphones for instructional purposes. Television was most frequently used for entertainment. Tablets and smartphones were most frequently used in teacher-supported individual contexts, whereas computers were most frequently used in teacher-supported whole group contexts. LCA showed five classes of classroom technology and media use: tablet and computer users, tablet only users, low technology users, computer for teacher-supported instruction users, and television only users. Finally, we determined that these classes were predicted by program funding (publicly- or privately-funded), teacher experience, and teacher education. Our findings suggest that technology use is prevalent in ECE and that most teachers are using devices in multiple contexts and for diverse purposes. Although many teachers report using devices in teacher-supported contexts, which may promote learning (Strouse & Troseth, 2013), the vast majority also report using devices without teacher support. Similarly, although many teachers are using devices for instructional purposes, most are also using them for non-instructional purposes, including to entertain or occupy children’s time, which are likely to be less developmentally beneficial.

Authors

• Jaclyn Dynia, SproutFive
  Presenting Author

• Rebecca Dore, Ohio State University
  Non-Presenting Author