September, 2022

Research output: Contribution to journalArticlepeer-review

Abstract

The adoption of one-to-one device programs in early childhood classrooms is a relatively new phenomenon that is quickly becoming widespread. While these devices carry potential as educational learning tools, there is still much to learn about how to successfully integrate them into classrooms and into children’s lives. One important area to consider is the interplay of home and school contexts around children’s device use for early learning. This focus group study sought to investigate caregivers’ thoughts and perceptions of their kindergarteners’ classroom-based tablet use. Participant responses revealed the complexities and nuanced challenges of navigating their children’s device use both at home and in school. Caregivers conveyed a variety of perceived benefits, but also concerns and fears related to their children’s device use. They expressed sentiments of trust in their children’s teachers and schools, and they were eager to be shared partners who supported their children’s technology use for early learning. However, they also expressed frustration at a lack of communication around school technology use, which they perceived as an obstacle to this partnership. Findings are discussed in terms of theory advancement as well as practical implications for caregivers, teachers, and school administrators.
Original languageEnglish
Pages (from-to)1-11
JournalEarly Childhood Education Journal
Volume49
StatePublished - Sep 2021

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