A cross-cultural study on technology use in preschool classrooms: early childhood teacher’s preferences, time-use, impact and association with children’s play
Early Child Development and Care, cilt.191, sa.5, ss.713-725, 2021 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 191 Sayı: 5
- Basım Tarihi: 2021
- Doi Numarası: 10.1080/03004430.2019.1645135
- Dergi Adı: Early Child Development and Care
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, IBZ Online, International Bibliography of Social Sciences, Child Development & Adolescent Studies, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, MLA - Modern Language Association Database, Psycinfo
- Sayfa Sayıları: ss.713-725
- Anahtar Kelimeler: culture, early childhood education, play, Technology
- Boğaziçi Üniversitesi Adresli: Evet
Özet
Technology plays a large role in the daily experiences of young children. Presently, technology is used both to support and enhance ‘educational’ activities and in the context of children’s play. The aim of the present study is to understand how much time teachers in early childhood centres across 8 countries implemented technology into their classrooms. Our data revealed major similarities across countries, with technology play being the least used type of play by teachers and indoor non-technology and outdoor play being the most frequently used forms of play across the 8 countries studied. Similarities were also found in early childhood teachers’ perceptions regarding the value of technology play, even though they do not use it extensively and despite different aspects of technology contribution being reported. The research further revealed differences in the time allocated to technology play the types of technology equipment and resources available to children in each country.