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

Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals

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13

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

10.1080/03004430.2019.1645135

0300-4430

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

2021

EJ1293475