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ERIC Number: EJ915105
Record Type: Journal
Publication Date: 2010
Pages: 13
Abstractor: As Provided
Reference Count: 47
ISSN: ISSN-1745-4999
Early Childhood Pre-Service Teachers' Perceptions of Teaching Technology to Children in Japan and the United States
Izumi-Taylor, Satomi; Ito, Yoko; Gibbons, Andrew
Research in Comparative and International Education, v5 n4 p408-420 2010
The purpose of the study was to examine early childhood education pre-service teachers' perceptions of the increasing role of new technologies in classroom environments. Given the growth in interest in a teacher's technological literacy, the research focused on similarities in and differences between pre-service teachers' concepts of technology use in Japan and the United States. The participants consisted of 41 female pre-service teachers in the southeastern United States and 41 pre-service teachers (seven males and 34 females) on the main island of Japan. Qualitative analysis of the data yielded five major themes regarding conceptions of technologies: competence; communication; pros and cons of technology; the importance of external and internal assessments; and the media. The results contrasted American and Japanese pre-service teachers' notions of the role of technology in teaching. American and Japanese pre-service teachers mostly agreed on the importance of child, parent, and community involvement in implementing technology in the early childhood centre. (Contains 2 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan