Delaware Parent and Teacher Perceptions of Developmentally Appropriate Technology for Preschoolers

Autor/in	VanHefter, Lindsay
Titel	Delaware Parent and Teacher Perceptions of Developmentally Appropriate Technology for Preschoolers
Quelle	(2019), (124 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Drexel University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4389-6849-3
Schlagwörter	Hochschulschrift; Dissertation; Parent Attitudes; Teacher Attitudes; Developmentally Appropriate Practices; Technology Uses in Education; Preschool Children; Preschool Teachers; Television Viewing; Films; Faculty Development; Expectation; State Standards; Delaware + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elternverhalten; Lehrerverhalten; Entwicklungsbezogene Bildung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Fernsehkonsum; Film; Expectancy; Erwartung
Abstract	This study investigated Delaware parent and teacher perceptions of developmentally appropriate technology usage for preschoolers. The study used a non-experimental cross-sectional descriptive design using a researcher-designed, web-based survey instrument. A sample of 300 teachers and 300 parents was invited to participate in the study, which returned 29 completed teacher questionnaires and 18 completed parent questionnaires. The results showed both similarities and differences between the perceptions of parents and teachers. Both groups had concerns about children using technology. Both groups allowed children to utilize technology while they were engaged in work-related tasks, but when children were using technology, about a quarter of parents and a quarter of teachers discussed what was on the screen with children. In general, teachers restricted television and movie watching much more than parents did. Teachers were also less likely to allow children to use technology in their presence than parents were. In conclusion, the results of the study suggest a need for professional development for early childhood teachers to learn about what types of developmentally appropriate practices align with expectations in the state's quality rating improvement system. The results of the study also suggest there is room for improvement in the parent and teacher communication regarding the usage of technology for young children, including what the expectations are for school and home introduction to technology. Additionally, the state could support these gaps by developing state standards related to technology exposure to guide teachers in their instruction of technology in the classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01