Teaching Techniques and Computerized Simulation in Early Childhood Classrooms

Abstract

In this study we investigated whether the “Teaching Techniques” component of a computerized simulation influenced choice of anticipated strategies for implementation before four weeks of field experience; and what methods appeared to have sustaining effects for future use. Chi-square, Somers'd, Gamma, Correlation, and Regression were used to analyze the data. As a result, significant differences were found with Somers'd test (d = .343, p < .071), Gamma (.509, p < .071), Pearson's R (.501, p < .018), Spearman (.399. p < .066), and regression analysis (b = .468, p < .018). The regression model explained 25.1% of overall variation in the dependent variable (R² = .251). Results indicate that preservice early childhood teachers who were exposed to a computerized simulation about teaching techniques before field experience tend to have a more positive perception relative to choice of appropriate techniques within actual classroom settings; and make decisions for potential techniques appropriate to employ in their future teaching practice. Qualitative analysis showed how these subjects used the computer simulation to change their self-perceptions and how the field experience influenced their perceptions on teaching techniques.