Abstract

This paper regards a comparative study which investigates in-service and pre-service Greek early childhood teachers’ views and intentions about integrating and using computers in early childhood settings. Views and intentions were investigated via a questionnaire administered to 240 in-service and 428 pre-service early childhood teachers. Confirmatory Factor Analysis showed that the one-factor structure of the questionnaire holds in both populations. Measurement partial invariance between the two populations was confirmed. Comparing the two populations with regard to the degree of adopting positive views–intentions and the level of computer self-efficacy, teachers expressed more positive views–intentions and students reported higher computer self-efficacy. Implications for teacher training are discussed.

Citation

Gialamas, V. & Nikolopoulou, K. (2010). In-service and pre-service early childhood teachers’ views and intentions about ICT use in early childhood settings: A comparative study. Computers & Education, 55(1), 333-341. Elsevier Ltd. Retrieved August 6, 2024 from https://www.learntechlib.org/p/66601/.

Keywords

• Comparative Analysis
• Computer Uses in Education
• Early Childhood Education
• educational technology
• Factor Analysis
• Factor Structure
• Foreign Countries
• Intention
• preservice teacher education
• preservice teachers
• Questionnaires
• Self Efficacy
• teacher attitudes
• teachers
• technology integration
• Young Children