Integrating Computer Technology in Early Childhood Education Environments: Issues Raised by Early Childhood Educators

The purpose of this study was to assess the educators’ perspectives on the introduction of computer technology in the early childhood education environment. Fifty early childhood educators completed a survey and participated in focus groups. Parallels existed between the individually completed survey data and the focus group discussions. The qualitative data provided a richer understanding of the issues faced by these educators. Thematic analyses of the focus group discussions revealed that many of the educators’ concerns involved the effect of technology on the educators themselves, with secondary emphasis on how computers affected the students and parents. Although educators generally supported the integration of computers, they also identified critical concerns and limitations.

[1]  K. Sheingold,et al.  Commonalities and Distinctive Patterns in Teachers' Integration of Computers , 1993, American Journal of Education.

[2]  Richard E. Boyatzis,et al.  Transforming Qualitative Information: Thematic Analysis and Code Development , 1998 .

[3]  P. Attewell,et al.  Computers and Young Children: Social Benefit or Social Problem? , 2003 .

[4]  Ioannis P. Vlahavas,et al.  "Cultures in negotiation": teachers' acceptance/resistance attitudes considering the infusion of technology into schools , 2003, Comput. Educ..

[5]  J. Schofield.  Computers and classroom culture , 1995 .

[6]  J. H. Sandholtz.  Teaching With Technology: Creating Student-Centered Classrooms , 1997 .

[7]  Henry Jay Becker,et al.  Computer Use by Teachers: Are Cuban's Predictions Correct? , 2001 .

[8]  M. Tonelli,et al.  CHAPTER 3 , 2006, Journal of the American Society of Nephrology.

[9]  The legitimacy of life history and narrative approaches in the study of occupation. , 1997, The American journal of occupational therapy : official publication of the American Occupational Therapy Association.

[10]  Christine Stephen,et al.  A 'benign addition'? Research on ICT and pre-school children , 2003, J. Comput. Assist. Learn..

[11]  Melpomeni Tsitouridou,et al.  Early Childhood Teachers’ Attitudes towards Computer and Information Technology: The Case of Greece , 2003 .

[12]  Valerie N. Podmore,et al.  4-year-olds, 6-year-olds, and microcomputers: A study of perceptions and social behaviors , 1991 .

[13]  E. Guba,et al.  Lincoln, Yvonna, and Egon Guba, "Postpositivism and the Naturalist Paradigm," pp. 14-46 in Yvonna Lincoln and Egon Guba, Naturalistic Inquiry . Beverly Hills, CA: Sage, 1985.* , 1985 .

[14]  Eileen Wood,et al.  What Early Childhood Educators Need to Know About Computers in Order , 2002 .

[15]  Jane M. Healy,et al.  Failure to Connect: How Computers Affect Our Children''s Minds-for , 1998 .

[16]  Daniel D. Shade,et al.  Computers in Early Education: Issues Put to Rest, Theoretical Links to Sound Practice, and the Potential Contribution of Microworlds , 1990 .

[17]  Merrilyn Goos,et al.  Perspectives on technology mediated learning in secondary school mathematics classrooms , 2003 .

[18]  Anette Sandberg,et al.  Preschool Teacher’s Conceptions of Computers and Play , 2002 .

[19]  Eileen Wood,et al.  Assessing the Use of Input Devices for Teachers and Children In Early Childhood Education Programs , 2004 .

[20]  A. Anderson.  Predictors of Computer Anxiety and Performance in Information Systems , 1996 .

[21]  M. Scaife,et al.  Developmental changes in childrens’ use of computer input devices , 1991 .

[22]  David Elkind.  Young Children and Technology: A Cautionary Note , 1996 .

[23]  Betty Collis,et al.  Children and Computers in School , 1996 .

[24]  Susan W. Haugland.  What Role Should Technology Play in Young Children's Learning? Part 1 , 1999 .

[25]  Bruce Rocheleau.  Computer use by School-Age Children: Trends, Patterns, and Predictors , 1995 .

[26]  John R. Schorger,et al.  Let's play 'puters: expressive language use at the computer center , 2001 .

[28]  E. Wood,et al.  Developing a Computer Workshop To Facilitate Computer Skills and Minimize Anxiety for Early Childhood Educators , 2002 .

[29]  John A. Ross,et al.  Effects of Teacher Efficacy on Computer Skills and Computer Cognitions of Canadian Students in Grades K-3 , 2001, The Elementary School Journal.

[30]  Seonju Ko,et al.  An Empirical Analysis of Children's Thinking and Learning in a Computer Game Context , 2002 .

[31]  Catherine C. Marshall,et al.  Designing Qualitative Research , 1996 .

[32]  Larry D. Rosen,et al.  Computer Availability, Computer Experience and Technophobia Among Public School Teachers , 1995 .

[33]  Henry Jay Becker,et al.  How Exemplary Computer-Using Teachers Differ From Other Teachers: Implications for Realizing the Po , 1994 .

[34]  Marion Perlmutter,et al.  Preschool children's problem-solving interactions at computers and jigsaw puzzles , 1985 .

[35]  Cathy Thomas,et al.  WHICH INPUT DEVICE SHOULD BE USED WITH INTERACTIVE VIDEO , 1987 .

[36]  Eileen Wood,et al.  What's Happening with Computer Technology in Early Childhood Education Settings? , 1998 .

[37]  Julie Marie Wood,et al.  Can software support children's vocabulary development? , 2001 .

[38]  B. Fiese,et al.  Qualitative inquiry: an overview for pediatric psychology. , 1998, Journal of pediatric psychology.

[39]  Mary Simpson,et al.  Silicon Valley versus Silicon Glen: the impact of computers upon teaching and learning: a comparative study , 2003, Br. J. Educ. Technol..

[40]  A. Zajonc,et al.  Computer pedagogy? Questions concerning the new educational technology. , 1984 .

[41]  Robert S. Siegler,et al.  Children's thinking, 2nd ed. , 1991 .

[42]  Sarah Horrocks,et al.  Should young children work with computers , 2001 .