The current study responds to the increased interest in tablet computers by schools across the country by using Orlikowski's duality of technology framework to examine the dynamic relationship between school institutions, teachers, and technology in early childhood classrooms with iPads. Results from 53 hours of observations and 9 teacher interviews from four suburban Midwest schools show positive beliefs in technology to aid student learning and unique affordances of iPads, such as anywhere/anytime learning and an increase in the home-school connection; however, a lack of training and support along with technological difficulties and personal attitudes and concerns about the appropriateness of technology with young children prohibited changes in teacher practices and attitudes. Rather, teachers incorporated the iPad into their curriculum in ways that matched their own teaching philosophies. Overall, the study suggests teachers would benefit from increased training and structured support that not only demonstrates how to more effectively incorporate tablets into their curriculum but that works to shift their mindsets to more student-centered philosophies in order to leverage the potentials of tablet computers. As one of the first studies to investigate how tablet computers are being used in early childhood education, the current study provides novel insight and a starting place for more quantitative investigations into the impact of tablet computers on young children's learning.
|Original language||English (US)|
|Title of host publication||Advances in Communications and Media Research|
|Publisher||Nova Science Publishers, Inc.|
|Number of pages||26|
|State||Published - Oct 1 2014|
ASJC Scopus subject areas
- Social Sciences(all)