scholarly journals Preservice teachers’ beliefs about young children’s technology use at home

2021 ◽  
Vol 102 ◽  
pp. 103325
Author(s):  
Chuanmei Dong ◽  
Pekka Mertala
Keyword(s):  
Preservice Teachers ◽  
Technology Use ◽  
Teachers Beliefs ◽  
At Home

scholarly journals Preservice teachers’ beliefs about young children’s technology use at home

2021 ◽  
Author(s):  
Chuanmei Dong ◽  
Pekka Mertala
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Technology Use ◽  
Parenting Practices ◽  
Early Childhood Teachers ◽  
Technology Competence ◽  
Teachers Beliefs ◽  
Children's Home ◽  
Home Technology ◽  
At Home

Teachers’ beliefs about young children’s technology use at home are intertwined with their beliefs about parents and parenting practices. This paper reports a qualitative study of eight purposefully selected Chinese preservice early childhood teachers’ beliefs about children’s home technology use and associated representations of parents and teachers. The participants possessed inflated positive beliefs about young children’s natural technology competence but were worried that parents would expose children to contents for prolonged periods. Teachers' role was seen as responsible guides for children and educational authorities over parents. Implications for research and teacher education are discussed.

Body and Technology

Janus Head ◽  
2011 ◽  
Vol 12 (1) ◽  
pp. 22-38
Author(s):  
Amy E. Taylor ◽  
Keyword(s):  
Technology Use ◽  
Humanistic Psychology ◽  
Embodied Experience ◽  
Human Beings ◽  
Practical Effect ◽  
At Home

Technology critique, as taken up by humanistic psychology, has remained grounded in late Heidegger. This critique has had little practical effect on the development of technology and everyday technology use. I postulate reasons for this, which include that this critique regards technology in general rather than specific technologies, overlooking the multistability of any particular technology. I then discuss a different humanistic, phenomenological ground for technology critique from the position that human beings are at home with technology, meaning that technology does not threaten disembodiment or disengagement with any other important components of humanity. I draw inspiration primarily from Don Ihde’s and Marshall McLuhan’s phenomenological, descriptive works on the ways human beings are shaped and extended by technology. I end with a discussion of embodied experience in cyberspace which serves as a model for new humanistic, phenomenological techno-critiques.

scholarly journals An International Survey of Parental Attitudes to Technology Use by Their Autistic Children at Home

2018 ◽  
Vol 49 (4) ◽  
pp. 1517-1530 ◽  
Author(s):  
Margaret Holmes Laurie ◽  
Petra Warreyn ◽  
Blanca Villamía Uriarte ◽  
Charlotte Boonen ◽  
Sue Fletcher-Watson
Keyword(s):  
Technology Use ◽  
Parental Attitudes ◽  
International Survey ◽  
Autistic Children ◽  
At Home

scholarly journals Initial Beliefs of Preservice Chemistry Teachers in Croatia

2020 ◽  
Vol 10 (1) ◽  
pp. 37-57
Author(s):  
Lana Šojat
Keyword(s):  
Preservice Teachers ◽  
Teaching And Learning ◽  
Epistemological Beliefs ◽  
Learning Theories ◽  
Chemistry Teachers ◽  
Teaching Objectives ◽  
Open Questions ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Teacher Professional

In the past thirty years, there have been many political changes in Croatia. These changes have had an impact on the education system, as well. The success of such educational changes depends on the teacher. The importance of teachers’ knowledge and their beliefs about teaching and learning for their action in the classroom is well known. Beliefs influence teachers’ representation of science, science knowledge and the organisation of knowledge and information. Keeping teacher professional development in mind, preservice teachers’ beliefs need to be sought out and examined by educators. These beliefs should be developed in the direction of teaching chemistry taking into account recent reforms, as well as teaching and learning theories. Various studies have been undertaken in different education backgrounds and systems regarding the beliefs of both preservice and in-service teachers. These studies show different results depending on the context in which they are undertaken. Transferring data to the Croatian system is therefore difficult. However, there are no studies in Croatia focusing on the teachers’ beliefs regrading teaching and learning chemistry. The present study evaluates the initial beliefs of preservice chemistry teachers in Croatia. The participants were instructed to draw themselves as chemistry teachers in a typical classroom situation in chemistry, and to answer four open questions. Data analysis follows a pattern representing a range between the predominance of more traditional orientations versus more modern teaching orientations, in line with educational theory focusing on: 1) beliefs about classroom organisation, 2) beliefs about teaching objectives, and 3) epistemological beliefs. The data revealed mostly traditional and teacher-centred knowledge among all of the participants. In the present paper, the data will be discussed and the implications for Croatian chemistry teacher training will be established.

scholarly journals Teachers beliefs and technology use in kindergarten and elementary classrooms

2015 ◽  
Vol 7 (3) ◽  
pp. 149 ◽  
Author(s):  
Majedah Fawzi Abu Al Rub
Keyword(s):  
Educational Technology ◽  
Elementary Teachers ◽  
Elementary Students ◽  
Student Learning ◽  
Technology Use ◽  
Elementary Classrooms ◽  
Distinct Difference ◽  
Advance Student ◽  
Technology Tools ◽  
Teachers Beliefs

With the increased availability of technology in today’s schools, concerns arise over whether teachers are effectively incorporating technology tools into their instruction in order to advance student learning and engagement. This project was designed to examine the types of educational technology practices that kindergarten and elementary teachers in Denver, Colorado, USA, implement in their classrooms and their beliefs concerning the implementation of educational technology in their classrooms.Teacher participants were interviewed to evaluate the types of technology they utilize in their lessons and their beliefs concerning the implementation of technology. The researcher found that teacher participants integrate a variety of technology into their classrooms. The results also showed that the participants are committed to utilize technology because they strongly believe that it benefits students. However, the results showed that there is a distinct difference concerning how technology is utilized in the classroom among the participants. Keywords: teachers’ beliefs, technology use, kindergarten and elementary students

scholarly journals Evidence-informed teaching and practice-informed research

2021 ◽  
Vol 35 (2-3) ◽  
pp. 199-208
Author(s):  
Leila E. Ferguson
Keyword(s):  
Preservice Teachers ◽  
Educational Research ◽  
Teacher Educators ◽  
Research Evidence ◽  
Educational Practice ◽  
Epistemic Cognition ◽  
Special Issue ◽  
Teachers Beliefs ◽  
Roles Of Teacher ◽  
Do So

Abstract. In this commentary, I seek to join the ongoing conversation about evidence-informed educational practice that has been threaded through this special issue. I do so by drawing on related insights from the fields of teachers' beliefs and epistemic cognition and considering the roles of teacher education and educational research in improving (preservice) teachers' use of educational research. In particular, I focus on the merits of explicit research-based practice in teacher educators' teaching and ways that they can encourage preservice teachers' interactions with educational research in class, and methods of changing the beliefs that may underlie (preservice) teachers' engagement with educational research evidence, and finally, the need for clearly communicated research, including details of implementation.

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