Exploring Kuwaiti Preservice Early Childhood Teachers’ Beliefs About Using Web 2.0 Technologies

被引：0
作者：
Laila Alkhayat
James Ernest
Jenna LaChenaye
机构：
[1] Kuwait University,College of Education, Foundation of Education
[2] University of Alabama at Birmingham,School of Education
[3] University of Alabama at Birmingham,Department of Human Studies, Educational Psychology and Research
来源：
Early Childhood Education Journal | 2020年 / 48卷
关键词：
Web 2.0 technologies; Early childhood education; Beliefs and intentions; Preservice teachers; Technology integration; Social media; Teacher technology integration; Decomposed theory of planned behavior;
D O I：
暂无
中图分类号：
学科分类号：
摘要：
Today’s children are born immersed in a digital informational age, creating increased pressure on preservice teachers to prepare children to become digital citizens. The purpose of this qualitative study was to explore Kuwaiti early childhood preservice teachers’ intentions to use Web 2.0 technologies in their future Kuwaiti classrooms. Findings were evaluated using the Decomposed Theory of Planned Behavior to examine factors that potentially influence the use of Web 2.0 technologies. The preservice teachers’ attitudes, subjective norms, and perceived behavioral control positively and significantly affected the preservice teachers’ intentions to use Web 2.0 technologies. This study found teachers had intentions to use tools like YouTube, Instagram, WhatsApp, and Twitter in their future kindergarten classroom to improve student learning, communicate with parents, and share classrooms activities. Teachers believed that Web 2.0 technologies could improve kindergarten students’ learning, but they had concerns regarding inappropriate content.
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页码：715 / 725
页数：10
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