Early childhood education teachers’ perceptions and practicesregarding the use of digital technology for parent involvement inthe Midwestern United States

Bay, DÖNDÜ; Demiray Sandıraz, Betül; Hartman, Douglas

doi:10.1080/03004279.2025.2513515

Early childhood education teachers’ perceptions and practicesregarding the use of digital technology for parent involvement inthe Midwestern United States

Bay D. N., Demiray Sandıraz B., Hartman D.

EDUCATION 3-13 THE PROFESSIONAL JOURNAL FOR PRIMARY EDUCATION, cilt.53, sa.6, ss.1-20, 2025 (ESCI, Scopus)

Yayın Türü: Makale / Tam Makale
Cilt numarası: 53 Sayı: 6
Basım Tarihi: 2025
Doi Numarası: 10.1080/03004279.2025.2513515
Dergi Adı: EDUCATION 3-13 THE PROFESSIONAL JOURNAL FOR PRIMARY EDUCATION
Derginin Tarandığı İndeksler: Scopus, Emerging Sources Citation Index (ESCI), Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), EBSCO Education Source, Psycinfo
Sayfa Sayıları: ss.1-20
Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
Eskişehir Osmangazi Üniversitesi Adresli: Evet

Özet

This study focuses on how digital technology (DT) is used in early childhood education to support family engagement. The study, which examines educators’ perceptions and practices regarding using DT for family involvement in early childhood education, used observation and interview methods as part of a broader case study. It was carried out with 16 educators in three schools in the Midwestern United States. The results showed that the educators used DTs as a tool for parent involvement in a multifaceted way; they perceived that their use of DT had a positive impact on parents’ involvement and cooperation in educational processes; parents may have some concerns which could be addressed. The study suggests that the positive perceptions and practices of teachers may encourage different ways of using DT inparent involvement.