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generalizable to all educators of early childhood. Also, the strength of this study is taking a global view towards the use of technology that requireparticipants to use frequently a few technologies while another group of participates have access to much technologies types but use them less frequently.. The technologies are quantitative different in that one of the teachers can let the children study by using iPads while another teacher is given a camera to a document by taking pictures of the learning process of students. The differences of various types of technologies provide a wide picture of the use of technology for early childhood education that is vital for understanding the differences among specific technologies in early childhood education. Thus, the study provides us with the better understanding of the general factors that impact on the use of technology in classrooms for young children. Finally, the data’s cross-sectional nature in this study makes the conclusion of this study not to be interpreted as a guarantee to causality in the way the path analysis might suggest. However, this is among the first study to investigate the association between intrinsic
EDUCATION13and extrinsic barriers to technology among teachers dealing with very young children (BlackwellLauricella, and Wartella, 2014). Summary and Critique #5Beschorner and Hutchison (2013) is a study that describes the use of iPads or the tablets appropriateness in enhancing the developmental nature of young children using them. The articles provide descriptions of two preschool classrooms using the iPads among young children aged four to five years. Children understand literacy by having a one to one interaction with theirenvironment. The researchers mention that children can develop the newly emerging knowledge on digital prints by using tablets and iPads and they provide a unique way of writing, reading, speaking, and listening all within a single context. For example, children can use environmental print in navigating between and within an app. And can use the pads to tasks, write and read a print. Also, the frequent use of the iPad has the advantage of encouraging social activity among young children who can work and talk together as they use the technology tool. Though the study by Beschorner and Hutchison (2013) is helpful in providing the iPad and tablets possibilities as an instrumental tool for teaching in early childhood, it still has its limitations. The study’s participants were a homogeneous group comprising of middle-class children. Thus, it is vital to undertake the same research for a more diverse group of children. Also, the study provides that the early childhood teachers were all excited and willing to integrate the iPad instruction. In the real world, not all early childhood teachers feel able and are willing to integrate technology as part of their teaching. Finally, though the study provides the suggestion that the iPads and other similar tools such as tablets use as tools for instruction in understanding the emerging literacy among children. There is the need for future studies to