Preschool teachers technology and interactive media acceptance and use

Dhana Canoy

Date of Publication

2016

Document Type

Master's Thesis

Degree Name

Master of Arts in Education Major in Early Childhood Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Educational Leadership and Management

Thesis Adviser

Maria Fe A. Ferrer

Defense Panel Chair

Anne Marie R. Ramos

Defense Panel Member

Jasper Vincent Q. Alontaga
Maria Rita V. Tapales
Voltaire M. Mistades

Abstract/Summary

The present study aimed to determine preschool teachers technology and interactive media acceptance based on the technology acceptance model (TAM), which included their beliefs, attitudes, technical skills, behavioral intention, and types of technology and interactive media. This study also determined preschool teachers digital literacies such as critical thinking in the selection of technology and Interactive media and collaboration purposes with parents. Furthermore, the study explored how preschool teachers use technology and Interactive media in the classroom. Quantitative data were collected using survey questionnaires from sixty-six (66) preschool teachers in Metro Manila. Based on the results of the quantitative data, six (6) were selected from the mentioned sixty-six (66) teacher participants to collect qualitative data using face-to-face interviews. At the same time, from the six (6) preschool teachers who were interviewed, three (3) were observed in their use of technology and interactive media in the classroom. Findings reported that in general, preschool teachers agreed in accepting Technology and Interactive Media in terms of their beliefs and attitudes. At the same time, they considered their technical skills to be intermediate. As a result, most of the time, they had behavioral intention in accepting technology and Interactive media; however, they sometimes accepted only certain types of technology and interactive media. Furthermore, results revealed that they used technology and Interactive media as toys to lessen boredom, rewards for good behavior, and transitional activity to wrap up the main lesson. To support teachers in using Technology and Interactive media in their classroom instruction, there is a need for teacher training to improve their technical skills, construct guidelines in the selection of developmentally appropriate Technology and Interactive Media, and share decisions in using technology and interactive media with parents.

Abstract Format

html

Language

English

Format

Electronic

Accession Number

CDTG006931

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

1 computer disc ; 4 3/4 in.

Keywords

Teaching--Aids and devices; Audio-visual education--Philippines; Interactive multimedia--Philippines; Preschool teachers--Philippines; Early childhood teachers--Philippines

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