Digital Technology Use of Kindergarten Teachers for Parental Involvement: E-Involvement in the Turkish Context

Autor/inn/en	Konca, Ahmet Sami; Hakyemez-Paul, Sevcan
Titel	Digital Technology Use of Kindergarten Teachers for Parental Involvement: E-Involvement in the Turkish Context
Quelle	In: Psycho-Educational Research Reviews, 10 (2021) 3, S.239-254 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Konca, Ahmet Sami) ORCID (Hakyemez-Paul, Sevcan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2634-7172
Schlagwörter	Foreign Countries; Educational Technology; Technology Uses in Education; Kindergarten; Preschool Teachers; Parent Teacher Cooperation; Parent Participation; Interpersonal Communication; Computer Mediated Communication; Socioeconomic Status; Knowledge Level; Barriers; Technology Integration; Gender Differences; Computer Use; Experience; Correlation; Teacher Characteristics; Ownership; Turkey + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Elternmitwirkung; Interpersonale Kommunikation; Computerkonferenz; Socio-economic status; Sozioökonomischer Status; Wissensbasis; Geschlechterkonflikt; Erfahrung; Korrelation; Eigentum; Türkei
Abstract	The primary research aim of this current study was to better understand the digital technology use of Turkish kindergarten teachers in their parental involvement practices. A questionnaire designed by the authors was administered to 100 kindergarten teachers in five cities located within Turkey. It was revealed in the study results that the kindergarten teachers owned a variety of electronic devices and used those devices for both personal and educational purposes within the early childhood education setting. Teachers used digital technologies for their parental involvement practices less than they did for their own personal use or for other activities within the educational setting. The parental involvement types where teachers most often used digital technologies were for parenting and communicating. While the least popular parental involvement types where kindergarten teachers used digital technologies were decision-making and collaborating with the community. Teachers mentioned the two most common reasons for insufficient technology use for parental involvement were the parents' financial status and level of knowledge. A negative relationship between teachers' personal technology use and experience in the field increased, they were less likely to encounter problems regarding digital technology use for parental involvement. (As Provided).
Anmerkungen	London Academic Publishing. 27 Old Gloucester Street WC1N 3AX London, UK. e-mail: contact@lapub.co.uk; Web site: https://perr.biruni.edu.tr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01