This qualitative study explored how kindergarten teachers talked about their experiences implementing tablets in their classrooms as part of a district-wide one-to-one device initiative. Fourteen kindergarten teachers from six schools within a large urban school district shared their personal reflections and contributed to rich focus group conversations about the varied opportunities and challenges they had experienced. Data analyses highlighted two overarching themes illustrating teachers’ conversations around tablets: structural formats and perceived barriers and challenges they encountered. Within these two broad categories, we identify five major themes and provide a rich description of the teachers’ storied accounts. Results from our study provide evidence that large-scale device implementation in early childhood classrooms requires training and support that goes beyond how to use the devices themselves and develops teachers’ Technological Pedagogical Content Knowledge (TPACK). Findings also suggest that developing a clear technology plan as well as identifying classroom resource needs are important steps in planning a large-scale one-to-one device initiative in early childhood classrooms.

中文翻译：

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幼儿教师对参与全区一对一设备计划的反思

这项定性研究探讨了幼儿园教师如何谈论他们在课堂上使用平板电脑的经验，作为全学区一对一设备计划的一部分。来自大城市学区内六所学校的 14 名幼儿园教师分享了他们的个人反思，并就他们所经历的各种机遇和挑战进行了丰富的焦点小组对话。数据分析强调了说明教师围绕平板电脑进行对话的两个首要主题：结构格式以及他们遇到的感知障碍和挑战。在这两大类中，我们确定了五个主要主题，并对教师的故事进行了丰富的描述。我们的研究结果证明，在幼儿教室大规模实施设备需要的培训和支持不仅仅是如何使用设备本身，还需要培养教师的技术教学内容知识 (TPACK)。研究结果还表明，制定明确的技术计划以及确定课堂资源需求是在幼儿教室规划大规模一对一设备计划的重要步骤。