The Educational Role of Technology Use Among Kindergarten Children from Mothers’ Perspectives

Abstract

The objective of this study is to examine the level of the educational role of technology use and it’s dimensions (the role of technology in child development, children’s motivations for using technology, and the role of technology on parent-child relationships) among kindergarten children from the perspectives of mothers and according to the variables of child's gender, daily screen time, and the purpose of technology use. In order to achieve these objectives, a descriptive research design was used. The study sample consisted of (172) mothers of kindergarten children who were selected through a non-random purposive method. The data collection tool was a questionnaire consisting of (33) items and (3) dimensions. After the instrument’s validity and reliability was established by experts, it was administered to the study sample. The findings of the study demonstrated that the educational role of technology use in all dimensions was different. Notably, in the first dimension it was low and significant, in the second dimension it was high and significant, in the third dimension it was low and significant among kindergarten children from mothers’ perspectives in general. Regarding the gender variable, there was no statistically significant difference between boys and girls. However, a significant difference was found based on daily screen time, with those children who use technology for more than (3) hours per day showing a higher motivation for using it. In addition, according to the purpose of technology use, a significant difference was found in the developmental dimension; specifically, children who use technology for learning purposes showed a higher level of development compared to others.