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Page 3 Computer Applications & Young Children
Method
Sampling Procedures
A systematic sampling procedure was used to obtain a sample
of preschool special education teachers located in Tennessee.
To identify these individuals, we contacted the special education
program coordinators from each of the 140 public school districts
listed in the 1993-94 Directory of Public Schools (State Department
of Education, 1994) for Tennessee. Of the 140 special education
program coordinators contacted, 96 (68%) provided a list identifying
255 preschool special education personnel in their district-operated
programs.
All 255 preschool special education personnel were sent a packet
that included an introductory letter explaining the purpose of
the study, a questionnaire, and an addressed and stamped return
envelope. An individual identification number was included on
each questionnaire and specified the respondent and geographic
region. Follow-up letters were sent to those not responding after
3 weeks. Two months after the original mailing, another survey
packet was mailed to participants who had not returned their
questionnaire. This second packet contained a new letter of introduction,
another copy of the questionnaire, and an addressed and stamped
return envelope.
Of a total of 255 questionnaires that were mailed, 106 (42%)
were returned; and 91 (38%) were considered usable and were coded.
Fifteen (6%) of the questionnaires were unusable; that is, they
were returned undelivered or the respondents did not have a computer
or did not work with young children.
Instrument Development
A 30-item questionnaire focusing on: (a) software selection,
(b) computer technology integration, (c) computer technology
use, and (d) concerns about using computer technology was designed
for data collection. An initial draft of the questionnaire was
reviewed by several professionals who are knowledgeable about
computer technology for young children with disabilities. The
questionnaire was redrafted using their feedback. To verify instrument
and survey procedures, the questionnaire was also pilot tested
with 20 professionals who were providing services to preschool-aged
children with disabilities. Feedback from pilot-test respondents
resulted in minor revisions in organization and format; however,
no revisions were suggested regarding any of the individual items.
The first section of the questionnaire consisted of demographic
data in which respondents provided descriptive background information,
including extent of computer experience, number and type of computers
available, and other types of technology used with computers.
Part I consisted of three open-ended questions focused on computer
software selection. Part II asked respondents nine forced-choice
questions about different ways to use computer technology across
their program (e.g., free choice time, large group activity).
If respondents answered yes to any of the questions, they were
then asked to provide an example of how they used computer technology
in that particular situation. In addition, two open-ended questions
addressed variables that might affect opportunities to effectively
integrate computer technology successfully with young children.
Part III asked respondents to rate on a 5-point Likert-type scale
(1 = strongly agree; 5 = strongly disagree) their attitudes about
access to computer technology, support for technology use, and
other computer technology integration issues. Part IV consisted
of an open-ended question asking respondents to specify their
most significant concern in effectively using computer technology
with young children.
