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A comparison of preschool teachers' beliefs regarding student-centered learning, self-efficacy regarding technology use, and perceived value of computers.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A comparison of preschool teachers' beliefs regarding student-centered learning, self-efficacy regarding technology use, and perceived value of computers./
Author:	Cooper-Fisher, Syene Uriah.
Description:	1 online resource (155 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 77-06, Section: A.
Contained By:	Dissertations Abstracts International77-06A.
Subject:	Early childhood education. -
Online resource:	click for full text (PQDT)
ISBN:	9781339120430

A comparison of preschool teachers' beliefs regarding student-centered learning, self-efficacy regarding technology use, and perceived value of computers.
Cooper-Fisher, Syene Uriah.

A comparison of preschool teachers' beliefs regarding student-centered learning, self-efficacy regarding technology use, and perceived value of computers. - 1 online resource (155 pages)

Source: Dissertations Abstracts International, Volume: 77-06, Section: A.

Thesis (Ph.D.)--Capella University, 2015.

Includes bibliographical references

The purpose of this quantitative research study was to use descriptive comparative statistics to examine preschool teachers' beliefs regarding student-centered learning, self-efficacy regarding technology use, and the perceived value of computers. A comparison of preschool teachers' beliefs regarding student-centered learning, self-efficacy regarding technology use, and the perceived value of computers determined the extent to which preschool teachers' instructional practices provide Social-emotional Instruction (SEI) to preschoolers. SEI will be distinguished by participating preschools that are National Association for the Education of Young Children (NAEYC) accredited and those preschools that are not NAEYC accredited. Therefore, the discriminating factors will serve to distinguish between preschools that provide and do not provide social-emotional instruction (SEI). This study intended to add to current research regarding teacher beliefs about the use of technology as a tool for social-emotional competencies for preschool children. It was insightful for teacher learning and technology integration when providing social-emotional instructional methods for early childhood students. Also, the research reinforced the necessity for preschool teachers to meet the developmental needs of their students by applying their beliefs in technology to improve their instruction and by providing students with the technological means to develop their social-emotional skills. Lastly, the findings for this research can be applied to various childhood programs across varying regulatory requirements and childhood center types. Despite the geographical location of the study, this research also has transportability and significance to all childhood center types.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9781339120430Subjects--Topical Terms:

557157
Early childhood education.
Subjects--Index Terms:

Computer useIndex Terms--Genre/Form:

554714
Electronic books.

A comparison of preschool teachers' beliefs regarding student-centered learning, self-efficacy regarding technology use, and perceived value of computers.
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