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.
