دانلود رایگان مقاله تاثیر عوامل متنی فناوری دانش محتوای آموزشی در استفاده از تبلت مربیان اولیه کودکی

Abstract

Tablet computers are increasingly becoming commonplace in classrooms around the world. More than half of early childhood educators in the U.S. now have access to tablets, making it imperative to understand how they are using the device and what influences such use. The current study draws on survey data from 411 preschool educators serving 3- to 5-year-olds in school-based, center-based, and Head Start preschool programs to investigate how TPACK contextual factors (e.g., student background, teacher attitudes, and school support) influence teachers’ traditional and student-centered tablet computer practices. Results suggest that teacher-level factors—especially positive attitudes toward technology—are most influential. Overall, this study emphasizes the need for preschool teachers and teacher educators to understand and address the critical contextual factors of tablet computer use in preschool education. Implications for education policy include expanding traditional funding models beyond technology access to provide on-going educator support, and developing new initiatives that encourage novel professional development models based on the same learned-centered practices that teachers are encouraged to use themselves.

6. Conclusions

With the large increase in tablet computer access in the U.S. and worldwide, it is critical to understand the context in which these devices are being used. The current study provides novel evidence on how TPACK contextual factors influenced early childhood educators' use of tablet computers in traditional and student-centered practices. While TPACK has been applied to a variety of studies investigating teachers' technology use (for reviews, see Chai, Koh, & Tsai, 2013; Voogt, Fisser, Pareja Roblin, Tondeur, & van Braak, 2013), few take into account particular technology devices or specific contextual factors as the current study does. Indeed, given that some contextual factors influenced certain practices but not others, the current study highlights the need to look more carefully at specific tablet computer integration practices and not treat technology or context as universal constructs. Importantly, this study suggests that attitudes toward the value of technology to aid children’s learning are critical to understanding how teachers incorporate tablets into the learning environment. Shifting such attitudes has the potential to not only change how technology is integrated but also the effect of technology on student achievement. Overall, this study will benefit teachers, teacher educators, and policymakers. First, teachers will better understand how contextual factors influence their digital learning practices, enabling critical reflection on attitudes, confidence, and pedagogical dispositions. Further, teachers will gain practical information regarding how to use tablets with young students to support student-centered learning endeavors. Second, teacher educators will gain a better understanding of critical contextual components of TPACK. They will be able to use this information to develop more targeted professional development on educational technology that goes beyond basic user skills to focus on shifting teachers’ attitudes and pedagogies. Further, this professional development could provide developmentally-appropriate models on how to effectively use tablet computers in the classroom as well as specific curricular-aligned digital content to ensure that teachers are using the best quality educational apps with their students. Finally, policymakers will better understand the various contextual factors that influence early childhood educators' tablet computer integration. For example, while allocating funds for hardware, software, technology infrastructure is a necessary foundation for using technology in the classroom, factors such as teacher attitudes toward technology and teachers' understanding of how to effectively integrate the technology are needed as well. As such, future policy recommendations and professional development initiatives must take into account the interplay of student-, teacher-, and school-level factors on early childhood educators’ technology use to ensure effective outcomes for teaching and learning.