Dissertation
Delaware parent and teacher perceptions of developmentally appropriate technology for preschoolers
Doctor of Education (Ed.D.), Drexel University
2019
DOI:
https://doi.org/10.17918/9b9h-1q43
Abstract
This study investigated Delaware parent and teacher perceptions of developmentally appropriate technology usage for preschoolers. The study used a non-experimental cross-sectional descriptive design using a researcher-designed, web-based survey instrument. A sample of 300 teachers and 300 parents was invited to participate in the study, which returned 29 completed teacher questionnaires and 18 completed parent questionnaires. The results showed both similarities and differences between the perceptions of parents and teachers. Both groups had concerns about children using technology. Both groups allowed children to utilize technology while they were engaged in work-related tasks, but when children were using technology, about a quarter of parents and a quarter of teachers discussed what was on the screen with children. In general, teachers restricted television and movie watching much more than parents did. Teachers were also less likely to allow children to use technology in their presence than parents were. In conclusion, the results of the study suggest a need for professional development for early childhood teachers to learn about what types of developmentally appropriate practices align with expectations in the state's quality rating improvement system. The results of the study also suggest there is room for improvement in the parent and teacher communication regarding the usage of technology for young children, including what the expectations are for school and home introduction to technology. Additionally, the state could support these gaps by developing state standards related to technology exposure to guide teachers in their instruction of technology in the classroom.
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Details
- Title
- Delaware parent and teacher perceptions of developmentally appropriate technology for preschoolers
- Creators
- Lindsay VanHefter - DU
- Contributors
- Salvatore Falletta (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- xi, 113 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 9377; 991014632289904721