Early Childhood Teachers and Computers: Beliefs and Self-Reported Practices

Abstract

There are disadvantages as well as advantages to the use of computers, and early childhood teachers have an important role to play in the appropriate incorporation of computer technology into learning. To fulfill this role, they not only need to have the skills and knowledge to implement this relatively new way of learning, but also to have a positive attitude towards and belief in the validity of the use of computer technology in the classroom. Thus, it is important to analyze early childhood teachers' beliefs about computer use, since these are keys to understanding their practices in the classroom. The current study aims to determine early childhood teachers' beliefs and self-reported practices relating to computer use in the context of Turkey. The participants in this study were selected purposefully and consisted of 16 early childhood teachers. Data was obtained via a semi-structured interview protocol and analyzed through the word-repetition technique. Following data analysis, five themes were determined: (1) the availability and use of computers and the Internet, (2) the aims of computer use, (3) the advantages and disadvantages of computer use, (4) the teacher's role in computer use and (5) teachers' suggestions for effective computer use in early childhood classrooms. The teachers who participated in this study recognized the benefits of computer technology. However; they also expressed a need for more access to technology and more training. It is hoped that, with the help of technology-development projects, the early education of children will be enhanced.