Early Childhood Educators’ beliefs about computers in Early Childhood Education in US and Japan
Arti Joshi, Alex Pan, The College of New Jersey, United States ; Masaru Murakami, Osaka University, Japan
Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper is a report of a questionnaire conducted with early childhood educators in US and Japan regarding their beliefs and concerns about computers in the education of young children. The respondents were from a random sample, at a national level in both the countries. The findings indicated that overall, more educators in US had positive beliefs about the role of computers in education, as compared to their Japanese counterparts. The educators' perceptions of their own computer skills did not seem to be related to their beliefs about computers and education of young children. However, respondents from both countries identified lack of resources and guidelines for implementation, and their own discomfort with computers as some of their concerns with implementing computers in their classrooms. These findings highlight the need for specific training in helping early childhood educators select and implement computers and programs within their curriculum.
Joshi, A., Pan, A. & Murakami, M. (2005). Early Childhood Educators’ beliefs about computers in Early Childhood Education in US and Japan. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 3963-3968). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE).