Perceptions Of Educators On The Learners' Youngest Age For The Introduction Of Icts In Schools: A Personality Theory Approach

• Main Authors: K. E. Oyetade, S. D. Eyono Obono
• Format: Text
• Language: English
• Published: Zenodo 2014
• Subjects: Age ratings; Educators; E-learning; Personality Theories.; Hess; Lynch; Monke; Pew; Iceland
• Online Access: https://dx.doi.org/10.5281/zenodo.1096921; https://zenodo.org/record/1096921

Age ratings are very helpful in providing parents with relevant information for the purchase and use of digital technologies by the children; this is why the non-definition of age ratings for the use of ICTs by children in schools is a major concern; and this problem serves as a motivation for this study whose aim is to examine the factors affecting the perceptions of educators on the learners’ youngest age for the introduction of ICTs in schools. This aim is achieved through two types of research objectives: the identification and design of theories and models on age ratings, and the empirical testing of such theories and models in a survey of educators from the Camperdown district of the South African KwaZulu-Natal province. A questionnaire is used for the collection of the data of this survey whose validity and reliability is checked in SPSS prior to its descriptive and correlative quantitative analysis. The main hypothesis supporting this research is the association between the demographics of educators, their personality, and their perceptions on the learners’ youngest age for the introduction of ICTs in schools; as claimed by existing research; except that the present study looks at personality from three dimensions: self-actualized personalities, fully functioning personalities, and healthy personalities. This hypothesis was fully confirmed by the empirical study conducted by this research except for the demographic factor where only the educators’ grade or class was found to be associated with the personality of educators. : {"references": ["D. H. Daniels and L. Shumow, \"Child development and classroom\nteaching: A review of the literature and implications for educating\nteachers,\" Journal of applied developmental psychology, vol. 23, pp.\n495-526, 2003.", "S. Department of Education, \"Education Management Information\nSystems Masterlist Data,\" Department of Education., Pretoria, South\nAfrica, 2013.", "Entertainment Software Rating Board, ESRB Rating Guide. Available:\nhttp://www.esrb.org/ratings/ratings_guide.jsp, 2013", "J. Feist, G. J. Feist, and T.-A. Roberts, Theories of personality:\nMcGraw-Hill New York, 2006.", "J. B. Funk, G. Flores, D. D. Buchman, and J. N. Germann, \"Rating\nelectronic games violence is in the eye of the beholder,\" Youth &\nSociety, vol. 30, pp. 283-312, 1999.", "J. Greenberg, Individual Differences: Personality, Skills, and Abilities:\nPrenhall, 2011.", "A. L. Gutnick, M. Robb, L. Takeuchi, and J. Kotler, \"Always connected:\nThe new digital media habits of young children,\" 2011.", "J. Healy, \"Failure to connect,\" New York, pp. 172-189, 1998.", "C. Hohmann, \"Evaluating and selecting software for children,\" Child\nCare Information Exchange, vol. 123, pp. 60-62, 1998.\n[10] A. Lenhart, R. Ling, S. Campbell, and K. Purcell, \"Teens and mobile\nphones,\" Pew Internet & American Life Project, vol. 20, 2010.\n[11] S. A. Lynch and L. Warner, \"Computer use in preschools: directors'\nreports of the state of the practice,\" Early Childhood Research and\nPractice, vol. 6, 2004.\n[12] Motion Picture Association of America.. MPAA film ratings, Available:\nhttp://www.mpaa.org/film-ratings/, 2013\n[13] L. Naing, T. Winn, and B. N. Rusli, \"Practical Issues in Calculating the\nSample Size for Prevalence Studies,\" Archives of Orofacial Sciences,\nvol. 1, pp. 9-14, 2006.\n[14] K. Nor\u00f0dahl and Q. J\u00f3nsd\u00f3ttir, \"Use of ICT in six kindergartens,\"\nIceland University of Education. Additional tissue Iceland University of\nEducation under editing and reporting. 2004.\n[15] Pan European Game Information, \"PEGI Annual Reports\" Brussels,\nBelgium, 2012.\n[16] V. Rideout and E. Hamel, The media family: Electronic media in the\nlives of infants, toddlers, preschoolers and their parents. Menlo Park,\nCalifornia: Henry J. Kaiser Family Foundation, 2006.\n[17] S. M. Robyn S. Hess, and Linda Beeler, Student Study Site for\nCounseling Children and Adolescents in Schools: SAGE Publications,\nInc, 2014.\n[18] D. Schultz and S. Schultz, Theories of personality: Cengage Learning,\n2012.\n[19] V. Setzer and L. Monke, \"Challenging the Applications: An alternative\nview on why, when and how computers should be used in education,\"\neducation and technology: critical and reflective practices, pp. 141-172,\n2001.\n[20] J. Teuwen, D. De Groff, and B. Zaman, \"Flemish Preschoolers Online:\nA mixed-method approach to explore online use, preferences and the\nrole of parents and siblings,\" ed: Etmaal van de\nCommunicatiewetenschap, Leuven, Belgium. Retrieved from\nhttps://lirias. kuleuven. be/bitstream/123456789/350708/1/Flemish+\nPreschoolers+ Online_Eng lish+ version. pdf, 2012.\n[21] R. Zevenbergen and H. Logan, \"Computer Use by Preschool Children:\nRethinking Practice as Digital Natives Come to Preschool,\" Australian\nJournal of Early Childhood, vol. 33, pp. 37-4"]}