Teachers' Dispositions towards the Role of Digital Devices in Play-Based Pedagogy in Early Childhood Education

Autor/in	Palaiologou, Ioanna
Titel	Teachers' Dispositions towards the Role of Digital Devices in Play-Based Pedagogy in Early Childhood Education
Quelle	In: Early Years: An International Journal of Research and Development, 36 (2016) 3, S.305-321 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2016.1174816
Schlagwörter	Foreign Countries; Comparative Education; Early Childhood Education; Teacher Attitudes; Handheld Devices; Computer Uses in Education; Play; Technology Integration; Computer Literacy; Personality Traits; Teacher Surveys; Focus Groups; Barriers; Computer Attitudes; Disadvantaged Youth; Online Surveys; Interviews; Statistical Analysis; Qualitative Research; Greece; Kuwait; Luxembourg; Malta; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Vergleichende Erziehungswissenschaft; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrerverhalten; Computernutzung; Spiel; Computerkenntnisse; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Benachteiligter Jugendlicher; Interviewing; Interviewtechnik; Statistische Analyse; Qualitative Forschung; Griechenland
Abstract	A body of research is emerging on early childhood education teachers' views on the integration of digital technologies in their practice. Despite evidence of the digitalisation of homes in affluent societies and children's interactions in highly mediated digital environments, few teachers so far have integrated digital devices into a play-based pedagogy. Thus, this project aimed to examine the attitudes and aptitudes towards digital devices of teachers in their personal lives and professional practice in five countries (England, Luxemburg, Malta, Greece and Kuwait). An online survey designed to collect broad-scale data was followed by focus group interviews. The findings demonstrated that although teachers are digitally competent in their personal lives, there is a dominant ideology regarding the nature of play-based pedagogy that hinders the integration of digital devices into their practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01