| Summary: | The purpose of this study was to investigate teachers' beliefs about computer
usage for primary students. Specifically, this study examined (a) the beliefs primary
teachers hold about developmentally appropriate uses of computers in primary
classrooms, (b) how these beliefs compare with their descriptions of their pedagogical
practices, (c) how these beliefs resonate with teachers' beliefs about how primary students
learn in general, and (d) how teachers' beliefs and pedagogical practices compare with the
recommendations made by early childhood education institutions. A multiple case study
with a qualitative approach was conducted. Four female primary-grade teachers who have
between 10 to 30 years teaching experience in primary classrooms participated in two
semi-structured interviews. Overall, teachers held relatively similar beliefs about
developmentally appropriate uses of computers, particularly that computer uses should be
age appropriate and integrated into the curriculum. Teachers' overall beliefs about the
developmental appropriateness of computer uses were continuous with their beliefs about
how primary students learn and with the recommendations made by early childhood
education institutions. On the other hand, there were both continuity and discontinuity
between teachers' espoused beliefs with their descriptions of their pedagogical practices.
Thus, holding shared beliefs about developmentally appropriate computer uses with the
community of practice and early childhood education institutions does not necessarily
assure that teachers' pedagogical practices are consistent with their espoused beliefs.
Suggestions on how to support teachers in the implementation of developmentally
appropriate practice in their classroom computer uses are made. === Education, Faculty of === Educational and Counselling Psychology, and Special Education (ECPS), Department of === Graduate
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