Early Childhood Pre-Service Teachers' Perceptions of Teaching Technology to Children in Japan and the United States

Autor/inn/en	Izumi-Taylor, Satomi; Ito, Yoko; Gibbons, Andrew
Titel	Early Childhood Pre-Service Teachers' Perceptions of Teaching Technology to Children in Japan and the United States
Quelle	In: Research in Comparative and International Education, 5 (2010) 4, S.408-420 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.2304/rcie.2010.5.4.408
Schlagwörter	Early Childhood Education; Community Involvement; Young Children; Foreign Countries; Literacy; Technological Literacy; Preschool Teachers; Student Attitudes; Educational Technology; Cross Cultural Studies; Preservice Teachers; Preservice Teacher Education; Technology Integration; Parent Participation; Child Care Centers; Japan + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Technisches Wissen; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Schülerverhalten; Unterrichtsmedien; Cultural comparison; Kulturvergleich; Lehramtsstudiengang; Lehrerausbildung; Elternmitwirkung; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung
Abstract	The purpose of the study was to examine early childhood education pre-service teachers' perceptions of the increasing role of new technologies in classroom environments. Given the growth in interest in a teacher's technological literacy, the research focused on similarities in and differences between pre-service teachers' concepts of technology use in Japan and the United States. The participants consisted of 41 female pre-service teachers in the southeastern United States and 41 pre-service teachers (seven males and 34 females) on the main island of Japan. Qualitative analysis of the data yielded five major themes regarding conceptions of technologies: competence; communication; pros and cons of technology; the importance of external and internal assessments; and the media. The results contrasted American and Japanese pre-service teachers' notions of the role of technology in teaching. American and Japanese pre-service teachers mostly agreed on the importance of child, parent, and community involvement in implementing technology in the early childhood centre. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10