Tool or Toy? Teachers’ Beliefs on Technology Integration in the Preschool Classroom

Abstract

The purpose of this study was to investigate preschool teachers’ beliefs regarding the role of technology in the preschool classroom and how pre-service teachers (PSTs) perceive their cooperating teacher’s (CT) role in supporting or hindering their technology integration efforts. Participants included 15 PSTs and eight CTs. Interviews, focus groups, and student reflections were analyzed using first- and second-cycle coding methods. Results revealed that CTs’ beliefs were influenced by whether they viewed technology as a tool or toy. If CTs viewed technology as a toy, they integrated technology in more traditional, teacher-centered practices. In contrast, if CTs viewed technology as a tool, they purposefully and intentionally made attempts to integrate technology to support student learning. Last, if CTs viewed technology as a toy, PSTs experienced negative or apathetic interactions from their CT regarding their technology integration efforts.