Do preschool aged children benefit or are they hindered from the use of computers at school? This question is answered in the article “The Impact of Information Technologies on Preschool Child Development.” By, Svetlana Andelic, Zoran Cekerevac and Nikola Dragovic. The research conducted for this article takes an in depth look at how computer use affects children pedagogically, psychologically, sociologically and medically. Information technologies particularly computers and computer like items, such as smart phones and tablets are prevalent in our society these days. Due to this, people are becoming more concerned with the long term affects associated with preschool aged children having access to them. Computers themselves are not good or
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This is classified as a case study due to the researchers focusing on a single item. Specifically, computer use in preschool classrooms and what affects are associated with it. A sampling of 103 parents and 36 teachers in the city of Belgrade were given surveys (Anđelić1 et al., 2014). These surveys were used to obtain a sense of how these individuals felt regarding the topic of computer use in preschools. Two different surveys were given containing 19 questions (Anđelić1 et al., 2014). Both open-ended and close-ended questions were used in the surveys. The questions ranged from demographics to the computer usage of the individual and their personal thoughts or feeling on the implementation of computers in preschool classrooms.
Having both open-ended and close-ended questions mean that both quantitative and qualitative methods were used. Quantitative data can be used to compile graphs and is known to produce numerical data (McLeod, 2008). The use of open-ended questions leads toward qualitative data. This is due to the descriptive nature of the answers. It is helpful in determining how people think and feel (McLeod, 2008). Both of these methods were needed to reach the final
This is classified as a case study due to the researchers focusing on a single item. Specifically, computer use in preschool classrooms and what affects are associated with it. A sampling of 103 parents and 36 teachers in the city of Belgrade were given surveys (Anđelić1 et al., 2014). These surveys were used to obtain a sense of how these individuals felt regarding the topic of computer use in preschools. Two different surveys were given containing 19 questions (Anđelić1 et al., 2014). Both open-ended and close-ended questions were used in the surveys. The questions ranged from demographics to the computer usage of the individual and their personal thoughts or feeling on the implementation of computers in preschool classrooms.
Having both open-ended and close-ended questions mean that both quantitative and qualitative methods were used. Quantitative data can be used to compile graphs and is known to produce numerical data (McLeod, 2008). The use of open-ended questions leads toward qualitative data. This is due to the descriptive nature of the answers. It is helpful in determining how people think and feel (McLeod, 2008). Both of these methods were needed to reach the final