Date of Degree Completion
Master of Arts in Education (MEd)
Second Committee Member
Third Committee Member
The purpose of this qualitative study was to explore how the professional beliefs and perceptions of teachers in early childhood education (ECE) influenced their acceptance for the use of interactive technology as a learning tool for children. Eight primary grade teachers at a rural school district in Washington State were interviewed. Of the eight ECE teachers, two had no student technology use in their classrooms. The second group of two teachers had some student technology use on a weekly basis, and the last group of four teachers utilized daily student technology use in their classrooms. The sample subjects were interviewed face-to-face and asked to respond to an online survey regarding their beliefs and perceptions about the use of technology in their classroom; including technology manipulated by students such as Ipads, tablets, laptops and desktop computers. The data were looked at through the Framework Method and helped determine similarities or differences in the results. This case study focused on beliefs and practices that teachers hold, and how it influences the implementation and use of technology in the classroom concerning student’s use and experiences. This case study provides information for teachers, administration and the educational community. Recommendations for future research are discussed.
Hallanger, Sharron, "Exploring Early Childhood Teachers' Beliefs and Perceptions About the Use of Technology in the Classroom" (2019). All Master's Theses. 1217.
Early Childhood Education Commons, Educational Technology Commons, Other Teacher Education and Professional Development Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons