Early Childhood Teachers and Computers: Beliefs and Self-Reported Practices

Date

2016-01-01

Author

Sak, Ramazan
Erden, Feyza
Sak, Ikbal Tuba Sahin
Esmeray, Hadi

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

183
views

0
downloads

There are disadvantages as well as advantages to the use of computers, and early childhood teachers have an important role to play in the appropriate incorporation of computer technology into learning. To fulfill this role, they not only need to have the skills and knowledge to implement this relatively new way of learning, but also to have a positive attitude towards and belief in the validity of the use of computer technology in the classroom. Thus, it is important to analyze early childhood teachers' beliefs about computer use, since these are keys to understanding their practices in the classroom. The current study aims to determine early childhood teachers' beliefs and self-reported practices relating to computer use in the context of Turkey. The participants in this study were selected purposefully and consisted of 16 early childhood teachers. Data was obtained via a semi-structured interview protocol and analyzed through the word-repetition technique. Following data analysis, five themes were determined: (1) the availability and use of computers and the Internet, (2) the aims of computer use, (3) the advantages and disadvantages of computer use, (4) the teacher's role in computer use and (5) teachers' suggestions for effective computer use in early childhood classrooms. The teachers who participated in this study recognized the benefits of computer technology. However; they also expressed a need for more access to technology and more training. It is hoped that, with the help of technology-development projects, the early education of children will be enhanced.

Subject Keywords

Computer use, Early childhood teachers, Teachers' beliefs, Teachers' practices

URI

https://hdl.handle.net/11511/54474

Journal

JOURNAL OF EDUCATION AND FUTURE-EGITIM VE GELECEK DERGISI

Collections

Department of Elementary and Early Childhood Education, Article

Suggestions

OpenMETU
Core

Early childhood pre-service teachers’ development of teaching dispositions and practices Buldu, Metehan; Tantekin Erden, Feyza; Department of Elementary Education (2016) Knowledge and skills are necessary to teach a specific subject for a teacher but they do not assure effective implementation without possession and teacher education stakeholders must take into account all components of the teaching process, including pre-service teachers’ professional teaching disposition. (Almerico, Johnston, Henriott & Shapiro, 2011). The current study aimed to explore the changes in the development of perceived dispositions of pre-service Early Childhood Education influenced by student ...
Pre-service science teachers’ TPACK efficacy levels and technology integration quality: application of TPACK-IDDIRR model Atakan, İskender; Çakıroğlu, Jale; Department of Elementary Science and Mathematics Education (2019) Nowadays, teachers have a great responsibility in developing And updating their technology knowledge and competences, because in an environment where technology affects education so much, the way to achieve the desired objectives in lessons is to integrate technology into the classroom environment effectively. The purpose of the current study was to investigate the technological pedagogical content knowledge (TPACK) development in terms of TPACK efficacy levels and technology integration qualities of pre-se...
Using digital storytelling in early childhood education: a phenomenological study of teachers’ experiences Yüksel, Pelin; Yıldırım, İbrahim Soner; Robin, Bernard R.; Department of Computer Education and Instructional Technology (2011) It has become a great concern about how children may be affected and how teachers should use computers in their classroom activities effectively with the increased role of computers in early childhood‟s learning. It is important to consider how it can be used more effectively integrated into early childhood curriculum since technological devices are widely used to maximize learning activity. This study aimed to show how digital storytelling can be used as an effective teaching and learning tool in kindergar...
Early Childhood Teachers’ Self-Reported Beliefs and Practices for Relationship Management Erden, Feyza; Öneren Şendil, Çağla (2012-09-15) The combination of instruction and sensitive and warm relationships in the classroom is a need for eff ective teaching in early childhood education (NAEYC, 2009). Emotionally positive classroom climate and eff ective management of relationship in the classroom support engagement of children in activities (Gettinger & Stoiber, 1998). Besides, there is a relationship between positive classroom climate and social behaviors of children such as decreased misbehaviors and better cooperation (DiLalla & Mullineaux,...
EARLY CHILDHOOD EDUCATION MAJORS' SELF-EFFICACY FOR TEACHING FUNDAMENTAL MOTOR SKILLS Hürmeriç Altunsöz, Irmak (2015-10-01) Early childhood education majors' (N = 83) perceived self-efficacy for teaching fundamental motor skills (FMS) were examined. An experimental group (n = 49) enrolled in a 14-wk. physical education and games course and 34 students made up a comparison group. A perceived self-efficacy questionnaire on teaching FMS was applied for both groups before and after the physical education and games course. The 14-wk. course improved early childhood majors' self-efficacy for teaching FMS.

Citation Formats

R. Sak, F. Erden, I. T. S. Sak, and H. Esmeray, “Early Childhood Teachers and Computers: Beliefs and Self-Reported Practices,” JOURNAL OF EDUCATION AND FUTURE-EGITIM VE GELECEK DERGISI, pp. 19–33, 2016, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/54474.