A Cross-Cultural Study on Technology Use in Preschool Classrooms: Early Childhood Teacher's Preferences, Time-Use, Impact and Association with Children's Play

Autor/inn/en	Slutsky, Ruslan; Kragh-Müller, Grethe; Rentzou, Konstantina; Tuul, Maire; Gol Guven, Mine; Foerch, Daniela; Paz-Albo, Jesús
Titel	A Cross-Cultural Study on Technology Use in Preschool Classrooms: Early Childhood Teacher's Preferences, Time-Use, Impact and Association with Children's Play
Quelle	In: Early Child Development and Care, 191 (2021) 5, S.713-725 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rentzou, Konstantina) ORCID (Tuul, Maire) ORCID (Gol Guven, Mine) ORCID (Paz-Albo, Jesús)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2019.1645135
Schlagwörter	Early Childhood Education; Play; Teaching Methods; Early Childhood Teachers; Teacher Attitudes; Educational Technology; Technology Uses in Education; Cultural Differences; Foreign Countries; Classroom Environment; Recreational Activities; Handheld Devices; Telecommunications; Computers; Photography; Television; Radio; Cyprus; Denmark; Estonia; Greece; Italy; Spain; Turkey; United States + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Spiel; Teaching method; Lehrmethode; Unterrichtsmethode; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kultureller Unterschied; Ausland; Klassenklima; Unterrichtsklima; Freizeitgestaltung; Telekommunikationstechnik; Digitalrechner; Fotografie; Fernsehen; Fernsehtechnik; Zypern; Dänemark; Estland; Griechenland; Italien; Spanien; Türkei; USA
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01