Digital access to knowledge in the preschool classroom: Reports from Australia
Data(s) |
2015
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Resumo |
Australian preschool teachers’ use of Web-searching in their classroom practice was examined (N = 131). Availability of Internet-enabled digital technology and the contribution of teacher demographic characteristics, comfort with digital technologies and beliefs about their use were assessed. Internet-enabled technologies were available in 53% (n = 69) of classrooms. Within these classrooms, teacher age and beliefs predicted Web-searching practice. Although comfortable with digital access of knowledge in their everyday life, teachers reported less comfort with Web-searching in the context of their classroom practice. The findings identify the provision of Internet-enabled technologies and professional development as actions to support effective and confident inclusion of Web-searching in classrooms. Such actions are necessary to align with national policy documents that define acquisition of digital literacies as a goal and assert digital access to knowledge as an issue of equity. |
Formato |
application/pdf application/pdf |
Identificador | |
Publicador |
Pergamon Press |
Relação |
http://eprints.qut.edu.au/92445/1/92445.pdf http://eprints.qut.edu.au/92445/2/92445%28s%29.pdf DOI:10.1016/j.ecresq.2015.04.001 Thorpe, Karen, Hansen, Julie, Danby, Susan, Mohamed Zaki, Filzah Zahilah, Grant, Sandra, Houen, Sandra, Davidson, Christina, & Given, Lisa M. (2015) Digital access to knowledge in the preschool classroom: Reports from Australia. Early Childhood Research Quarterly, 32, pp. 174-182. http://purl.org/au-research/grants/ARC/DP110104227 |
Direitos |
© 2015 Elsevier Inc |
Fonte |
Faculty of Education; Faculty of Health; School of Early Childhood; School of Psychology & Counselling |
Palavras-Chave | #130313 Teacher Education and Professional Development of Educators #Early childhood education #Digital technology #Web-searching #Internet access #Teacher beliefs #Pedagogical practices |
Tipo |
Journal Article |