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Results show mostly positive attitudes toward appropriate preschool technology use, the need for adequate technological resources, and teachers’ requests for curriculum and programs that build technology-use skills. Teachers also recognize both benefits and potential disadvantages.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\nGirne American University, North Cyprus  \nKursat Cagiltay  \nMiddle East Technical University, Turkey  \nAbstract  \nThe purpose of this study is to understand in-service preschool teachers’ thoughts about technology and technology use in early educational settings. Semi-structured interviews were conducted with 18 in-service preschool teachers. These teachers were selected from public and private preschools. Convenient sampling was applied because teachers who were eager to attend the study were selected. Content analysis technique was used to analyze the data. Based on the content analysis, eleven main themes as to technology related views and practices of in-service preschool teachers emerged. Findings of the study indicated that the majority of in-service teachers had positive views about appropriate technology use in preschool education. Findings also showed that early educational settings need to be equipped with adequate technologies. Moreover, in-service preschool teachers emphasized that they expect to be supported by the preschool curriculum and several programs aiming at enhancing their technology use skills. Lastly, teachers were aware of not only the advantages of technology but also the potential disadvantages. Results of the study may help instructional designers, researchers and practitioners better integrate new technologies into preschool education.  \nKeywords: Preschool education; Preschool teachers; Technology; Technology use; Children;  \nIn-service teachers  \nIntroduction  \nTeachers play a key role for young children in early educational settings since they build a direct communication with these children. Hence, the practices and attitudes of preschool teachers towards computer and other technologies may affect children’s learning. Studies in the literature show that preschool teachers are in favor of introducing computers into early educational settings (Towns, 2010; Tsitouridou & Vryzas, 2004) . More specifically, teachers use computers in accordance with children’s personal skills, styles and social demands to help them learn (Chen & Chang, 2006) . Similarly, “most teachers do recognize the contribution of the computer to the skills development of the young child, primarily in the intellectual and aesthetic fields and secondarily in the socio-emotional and psycho-motor fields”(Tsitouridou & Vryzas, 2004, p. 40) . It can be concluded from these statements that teachers’ practices and their beliefs toward computers in early educational settings are crucial to support children’s learning. Since there has been an increase as to the number of studying new technologies besides computers in early childhood education (ECE) in the last few years (Bolstad, 2004), teachers’ effects on  \nchildren can play an important role in terms of not only computer use and integration but also the adaption of other kinds of technologies, such as smart toys, robotics and digital materials.  \nSince new technologies in early childhood education can enhance the effectiveness of educational practice, more research studies need to be carried out. Similar to this view, Mangen (2010) pointed out that detailed practice and use of information and communication technologies (ICT) in preschools need to be focused besides only offering new technologies to children. Bolstad (2004) listed research literature of ICT in five categories:  \n1. “effects” research;  \n2. investigations of children’s behavior and interactions around computers;  \n3. research into children’s experiences of ICT in early childhood education settings and at home;  \n4. research about practitioners’ professional learning in, or through, ICT; and  \n5. case studies or exemplars of innovative use of ICT in early childhood education settings (p. 13) .  \nBased on these categories, practices of technology use and interaction in early childhood settings are mostly ","cbCaikS0UHTzrpiV","https://ap.wps.com/l/cbCaikS0UHTzrpiV","pdf",546933,23,"English","# Abstract\n# Introduction\n# Literature Review\n## Preschool Teachers and Technology","[{\"question\":\"What is the study’s main purpose?\",\"answer\":\"To understand in-service preschool teachers’ thoughts about technology and technology use in early educational settings.\"},{\"question\":\"How was the data collected and analyzed?\",\"answer\":\"Semi-structured interviews were conducted with 18 in-service preschool teachers, and content analysis was used to analyze the interview data.\"},{\"question\":\"What key findings were reported about teachers’ views and practices?\",\"answer\":\"Most in-service teachers held positive views about appropriate technology use, emphasized the need for adequate technologies, and expected support through preschool curriculum and programs to strengthen their technology-use skills.\"}]","In-service Preschool Teachers’ Thoughts about Technology and Technology Use in Early Educational Settings | PDF",1792089502,58]