Early Childhood Teacher Perspectives of Developmentally Appropriate use of Computer Applications

144 Pages·2015·0.71 MB·English

Walden University
ScholarWorks
Walden Dissertations and Doctoral Studies
Walden Dissertations and Doctoral Studies
Collection
2015
Early Childhood Teacher Perspectives of
Developmentally Appropriate use of Computer
Applications
Heather S. White
Walden University
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Walden University

COLLEGE OF EDUCATION

This is to certify that the doctoral study by

Heather S. White

has been found to be complete and satisfactory in all respects,
and that any and all revisions required by
the review committee have been made.

Review Committee
Dr. M. Lewis Putnam, Committee Chairperson, Education Faculty
Dr. Derek Schroll, Committee Member, Education Faculty
Dr. Karen Hunt, University Reviewer, Education Faculty

Chief Academic Officer

Eric Riedel, Ph.D.

Walden University
2015
Abstract
Early Childhood Teacher Perspectives of Developmentally Appropriate use of Computer
Applications
by
Heather S. White

MS, University of Central Missouri, 1997
BS, University of Central Missouri, 1995

Doctoral Study Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Education

Walden University
March 2015
Abstract
There is little evidence in the literature that early childhood (EC) teachers are using
developmentally appropriate practices (DAP) in implementing computer applications in
their classrooms. The purpose of this study was to identify EC teachers’ perspectives
about the use of developmentally appropriate computer applications and to identify their
perspectives on strategies for implementing change toward greater use of
developmentally appropriate computer applications. The study was based upon Joseph
and Reigeluth’s conceptual framework of systemic change processes, which provides
educators with the foundation to achieve sustainable changes. The research questions that
guided this qualitative case study were designed to obtain teachers’ perspectives about
the use of DAP while embedding technology into EC classrooms and strategies that
might be used in encouraging use of DAP computer applications. Data collection
included semistructured interviews with 10 EC teachers in one school and reviews of
relevant documents. Data from interviews and document reviews indicated a perceived
need for more integration of developmentally appropriate computer technology in the
classroom and for increasing teachers’ knowledge of DAP through training and staff
development. Recommendations for schools included finding more and varied
technology funding sources, placing greater school emphasis on the importance of a
learning organization, and increasing stakeholder involvement. For teachers,
recommendations were to develop additional instructional strategies for embedding DAP
technology into the classroom. This study has the potential to help stakeholders and EC
teachers enhance the fidelity of instruction and students’ learning in the classroom.
Early Childhood Teacher Perspectives of Developmentally Appropriate use of
Computer Applications
by
Heather S. White

MS, University of Central Missouri, 1997
BS, University of Central Missouri, 1995

Doctoral Study Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Education

Walden University
March 2015
Dedication
This journey is dedicated to my son, Carter “Cdub” Michael. I want to be an
example of a hard-working, dedicated, and steadfast role model for you. I want to show
you procrastination is not an option and to go out and get what you want! You are the
most amazing young man and I dedicate this degree to you! I love you to the moon and
back.
Acknowledgments
Dr. Putnam, thank you for your dedication and attention to detail. It has been my
honor to work with you. I have appreciated your willingness to provide me with
constructive feedback and support me through this process! My hope is that you have
many enjoyable hours with your horses!
Dr. Hunt, Dr. Deris, and Dr. Schroll, thank you for your comments and advice. I
really appreciate your forethought on looking closer at the structure and content of my
research. Thank you for all of your expertise, input, and commitment to my work.
To my mother, Yvonne, there are no measurements to calculate the amount of
support you have given me. Your encouragement has been unwavering. I will never
forget how hilarious you looked with the spotlight on your head while you would read to
me on all of those road trips. Thank you for believing in me.
To one of my mentors, Dr. Dennis Burnett, thank you for your support. One of
the first things you taught me along the way was to appreciate the fact that I didn’t have
type this whole thing on a typewriter…. and you were RIGHT!
To my friend, Ashley, I appreciate the example you are of being a student,
mother, wife, full-time employee, Christian, and friend. Thank you for standing beside
me every step of the way. P.S. “Wanna get, like another degree?”
To my friends and sister, Brooke, Dawn, Elizabeth, Mickie, and Jenson, thank
you for accepting, “I have to do homework” as the reason I couldn’t participate in some
of the fun activities you’ve been doing over the last few years. I am ready to catch up
now.
Table of Contents

Section 1: Introduction to the Study .................................................................................... 1

Introduction ................................................................................................................... 1

Local Problem ............................................................................................................... 2

Problem Statement ......................................................................................................... 4

Research Questions ....................................................................................................... 5

Purpose of the Study ...................................................................................................... 5

Conceptual Framework ................................................................................................. 6

Broad Stakeholder Ownership ................................................................................. 7

Learning Organization Development ...................................................................... 8

Understanding Systemic Change ............................................................................. 8

Evolving Mindsets ................................................................................................... 9

Systems View of Education ..................................................................................... 9

Systems Design ..................................................................................................... 10

Definitions ................................................................................................................... 11

Assumptions ................................................................................................................ 12

Limitations ................................................................................................................... 12

Scope… ....................................................................................................................... 13

Delimitations ............................................................................................................... 14

Significance ................................................................................................................. 14

Summary ...................................................................................................................... 16

Section 2: Literature Review ............................................................................................. 18

i
Introduction ................................................................................................................. 18

Background ............................................................................................................ 19

Piaget’s Developmental Theory ............................................................................ 20

Vygotsky and Social Constructivism .................................................................... 22

Integrating Technology ......................................................................................... 23

Developmentally Appropriate Practices ................................................................ 24

Use of Technology in the Classroom .................................................................... 26

Teacher Preparation ............................................................................................... 27

Professional Development ..................................................................................... 29

Advantages of Technology in the Classroom ........................................................ 30

Barriers of Technology and DAP .......................................................................... 31

Possible Solutions and Versatility ......................................................................... 33

Conceptual Framework ............................................................................................... 34

Summary ...................................................................................................................... 35

Section 3: Research Method .............................................................................................. 37

Introduction ................................................................................................................. 37

Research Design .......................................................................................................... 37

Research Questions ..................................................................................................... 39

Research Review ......................................................................................................... 39

Informed Consent and Protection of Participants’ Rights ..................................... 40

Methods for Protection of Human Subjects .......................................................... 41

Role of the Researcher ........................................................................................... 42

ii
Participants and Setting ......................................................................................... 43

Data Collection ...................................................................................................... 43

Data Analysis ......................................................................................................... 46

Validity and Trustworthiness ................................................................................ 47

Summary ...................................................................................................................... 48

Section 4: Results .............................................................................................................. 49

Introduction ................................................................................................................. 49

Process for Generating Data ........................................................................................ 50

Data Collection ............................................................................................................ 51

Participants .................................................................................................................. 53

Systems for Tracking Data .......................................................................................... 53

Findings ....................................................................................................................... 55

Research Question 1 .............................................................................................. 55

Advantages and Disadvantages of Technology by Early Childhood
Teachers ..................................................................................................... 71

Research Question 2 .............................................................................................. 74

Document Analysis ..................................................................................................... 83

Document Analysis Summary ............................................................................... 85

Discrepant Cases ................................................................................................... 86

Evidence of Quality ............................................................................................... 88

Summary ...................................................................................................................... 89

Section 5: Interpretations, Implications, and Recommendations ...................................... 90

iii