A cross-cultural study on technology use in preschool classrooms: early childhood teacher’s preferences, time-use, impact and association with children’s play

TY - JOUR

T1 - A cross-cultural study on technology use in preschool classrooms

T2 - early childhood teacher’s preferences, time-use, impact and association with children’s play

AU - Slutsky, Ruslan

AU - Kragh-Müller, Grethe

AU - Rentzou, Konstantina

AU - Tuul, Maire

AU - Gol-Guven, Mine

AU - Foerch, Daniela

AU - Paz-Albo, Jesus

PY - 2021/4

Y1 - 2021/4

N2 - 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.

AB - 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.

KW - Technology

KW - culture

KW - early childhood education

KW - play

KW - Kultur

KW - Early childhood

KW - Leg

KW - Pædagogprofession

UR - http://www.scopus.com/inward/record.url?scp=85094656094&partnerID=8YFLogxK

U2 - 10.1080/03004430.2019.1645135

DO - 10.1080/03004430.2019.1645135

M3 - Journal article

SN - 0300-4430

VL - 191

SP - 713

EP - 725

JO - Early Child Development and Care

JF - Early Child Development and Care

IS - 5

ER -