Barriers to the Integration of Computers in Early Childhood Settings: Teachers' Perceptions

Autor/inn/en	Nikolopoulou, Kleopatra; Gialamas, Vasilis
Titel	Barriers to the Integration of Computers in Early Childhood Settings: Teachers' Perceptions
Quelle	In: Education and Information Technologies, 20 (2015) 2, S.285-301 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-013-9281-9
Schlagwörter	Barriers; Early Childhood Education; Technology Uses in Education; Computer Uses in Education; Teacher Attitudes; Questionnaires; Technical Support; Financial Support; Faculty Development; School Support; Teaching Conditions; Self Efficacy; Educational Equipment; Access to Computers; Foreign Countries; Educational Practices; Greece + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computernutzung; Lehrerverhalten; Fragebogen; Finanzielle Förderung; Schulförderverein; Lehrbedingungen; Unterrichtsbedingungen; Self-efficacy; Selbstwirksamkeit; Ausrüstung; Ausland; Bildungspraxis; Griechenland
Abstract	This study investigated teachers' perceptions of barriers to using - integrating computers in early childhood settings. A 26-item questionnaire was administered to 134 early childhood teachers in Greece. Lack of funding, lack of technical and administrative support, as well as inadequate training opportunities were among the major perceived barriers to the use of computers in early childhood settings. Four barrier-factors were extracted: "lack of support", "lack of confidence", "lack of equipment" and "class conditions". Teachers' confidence with technology had a direct significant effect on the factors "lack of support" and "class conditions" (number of computers and number of children in class). The greater teachers' confidence with technology, the minor teachers' perceived barriers regarding support and class conditions. Teachers' confidence with technology and the existence of a computer resulted in higher probability of computer use in class. Implications of findings for in-service teacher training are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01