A Cross-Cultural Exploration of Early Childhood Educators' Beliefs and Experiences around the Use of Touchscreen Technologies with Children under 3 Years of Age

Autor/inn/en	Fotakopoulou, Olga; Hatzigianni, Maria; Dardanou, Maria; Unstad, Torstein; O'Connor, Jane
Titel	A Cross-Cultural Exploration of Early Childhood Educators' Beliefs and Experiences around the Use of Touchscreen Technologies with Children under 3 Years of Age
Quelle	In: European Early Childhood Education Research Journal, 28 (2020) 2, S.272-285 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hatzigianni, Maria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2020.1735744
Schlagwörter	Early Childhood Teachers; Beliefs; Educational Technology; Teaching Experience; Technology Integration; Foreign Countries; Infants; Toddlers; Cultural Context; Context Effect; Positive Attitudes; Self Efficacy; Handheld Devices; Manipulative Materials; United Kingdom (England); Norway; Greece + Suchen Sie Ihr Suchwort? Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Belief; Glaube; Unterrichtsmedien; Ausland; Infant; Toddler; Toddlers; Kleinkind; Infants; Self-efficacy; Selbstwirksamkeit; Hilfsmittel; Norwegen; Griechenland
Abstract	This paper will discuss the beliefs and experiences of early childhood educators across three countries, England, Norway and Greece, in relation to the use of touchscreen technology with the youngest children in their settings. Building on previous research which explored parents' perspectives, this study now extends the investigation to early childhood educators who play a key role in children's learning and development. A detailed online survey was implemented across the three countries based on Bronfenbrenner's ecological framework and with a focus on their teaching philosophy. Findings indicate that although there are some pertinent cultural differences, overall educators are generally confident when using technology for work/personal purposes but less so when integrating technology with very young children. Educators across all countries were not satisfied with their training. The country of origin had a significant impact on teachers' philosophy and their views towards technology, with Norwegian educators reporting the most positive views towards using touchscreen technologies in educational settings with very young children. Macrosystemic factors in each country could be explored in future research to contribute to a deeper interpretation of similarities and differences between countries and cultural contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01