Outside the Prepared Environment: How Montessori Teacher Training Influences Practitioner Attitudes to Technology

Autor/in	Andell, Stacy
Titel	Outside the Prepared Environment: How Montessori Teacher Training Influences Practitioner Attitudes to Technology
Quelle	(2022), (151 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit Ed.D. Dissertation, William Howard Taft University
Zusatzinformation	ORCID (Andell, Stacy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Montessori Method; Teacher Education; Educational Technology; Technology Uses in Education; Early Childhood Teachers; COVID-19; Pandemics; Teacher Attitudes; Computer Attitudes; Online Courses; Blended Learning; Conventional Instruction; Technology Integration; Distance Education; Early Childhood Education; Constructivism (Learning); Technological Literacy; Pedagogical Content Knowledge + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Montessori pedagogics; Montessori-Pädagogik; Lehrerausbildung; Lehrerbildung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Education; Technisches Wissen; Pädagogische Kompetenz
Abstract	This quantitative causal-comparative research study addresses the question of whether a teacher's training background is related to a difference in their attitude toward educational technology. This study specifically targeted Montessori Early Childhood Educators during the COVID-19 pandemic and compared their scores on each of nine subscales on the Teacher Attitudes to Computers (TAC) and Teacher Attitudes to Technology (TAT) survey instruments. Participants were recruited from Montessori-specific Facebook groups and were grouped by their own training background, namely face-to-face, blended, and online. In the study, 214 participants took part of which 76 were trained face-to-face, 63 were trained in a blended format, and 64 were trained in an online format. Differences were analyzed using a one-way ANOVA between pairings of each of the three training backgrounds. Differences were found among each of the three groups in terms of their scores on each of the nine subscales of the TAC/TAT, with the widest gap between those who experienced face-to-face training and those who experienced online training. Further research is needed to gain more insight into the specific experiences of Montessori Early Childhood Educators in reference to their attitudes toward technology and their impact on practice during the COVID-19 pandemic and beyond. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01