Teachers’ beliefs about technology integration in early childhood education: A meta-ethnographical synthesis of qualitative research

作者：

Highlights：

• First review study on early childhood teachers' beliefs about technology integration (TI).

• First review study to map the contextual factors behind teachers' beliefs in TI.

• Broadens the pedagogical perspective to teachers' beliefs in TI-context.

• Identifies macro- and micro-contextual factors that shape teachers' beliefs about TI.

• Preservice and in-service teachers' share similar beliefs.

摘要

•First review study on early childhood teachers' beliefs about technology integration (TI).•First review study to map the contextual factors behind teachers' beliefs in TI.•Broadens the pedagogical perspective to teachers' beliefs in TI-context.•Identifies macro- and micro-contextual factors that shape teachers' beliefs about TI.•Preservice and in-service teachers' share similar beliefs.

论文关键词：Beliefs: Early childhood education,Educational technology,Systematic review,Technology integration,Teacher

论文评审过程：Received 12 March 2019, Revised 15 July 2019, Accepted 6 August 2019, Available online 7 August 2019, Version of Record 14 August 2019.

论文官网地址：https://doi.org/10.1016/j.chb.2019.08.003