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In a sequential mixed methods design, we sought to examine the relationship between teachers' beliefs and their instructional technology practices among technology-using teachers who worked at technology-rich schools to ultimately describe if change in practice toward a student-centered paradigm occurred. The integrated mixed-methods results provide evidence for the following: (a) teachers use technology most frequently for preparation, management, and administrative purposes; (b) teachers' use of technology to support student-centered practice is rare even among those who work at technology-rich schools and hold student-centered beliefs; (c) teachers in technology-rich schools continue to use technology in ways that support their already existing teacher-centered instructional practices. We conclude that future technology professional development efforts need to focus on integration of technology into curriculum via student-centered pedagogy while attending to multiple contextual conditions under which teacher practice takes place. Future technology research must use mixed methods and consider teachers' beliefs if change in practice is the desired outcome. [ABSTRACT FROM AUTHOR]

In this article the preschool education in China and the United States are compared, based on the factors that influence the preschool education in each country as well as the characteristics of the preschool education in each culture. The preschool education in both countries has its strengths and weaknesses, which result from their respective cultural tradition, philosophical doctrines and educational system. But if preschools in different cultures can learn from each other and avoid its weaknesses, our children will be more healthily nurtured, motivated and developed. [ABSTRACT FROM AUTHOR]