Towards Improving Kindergarten Teachers’ Practices Regarding the Integration of ICT into Early Years Settings
| Autor: | Fathi Ihmeideh, Fatima Al-Maadadi |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2018 |
| Předmět: |
Teaching method
media_common.quotation_subject Kindergarten Teachers’ practices Information and communication technology (ICT) Education ComputingMilieux_COMPUTERSANDEDUCATION Technology integration 0501 psychology and cognitive sciences Quality (business) Early childhood media_common Medical education business.industry 05 social sciences 050301 education Information technology Child development Information and Communications Technology Early years settings Early childhood teacher education Sociology of Education business Psychology Kindergarten children 0503 education 050104 developmental & child psychology |
| Popis: | There is mounting evidence that information and communication technology (ICT) has the potential to support children's development and early learning when used effectively, appropriately, and intentionally. In an attempt to improve teachers' performance in integrating ICT into early learning, this study was designed to examine the effect of ICT training programmes on teachers' perceptions and practices by integrating ICT into early learning settings. It also explored the types of ICT practices that teachers implement in their classrooms. Additionally, it sought to identify the obstacles faced by teachers when they attempt to integrate ICT into their teaching practice. The study used a case study approach, comprising two sources of information: interviews and classroom observations utilised before and after the training programme. Results revealed that the ICT integration training programme had an impact on teachers' perceptions and practices as it increased teachers' awareness and understanding of the value and applications of ICT tools in children's learning. Teachers' practices have positively changed because of using ICTs and the training programme helped teachers improve the quality of their ICT practices. Finally, the training programme was beneficial in reducing the obstacles which were hindering the integration of ICT into teaching practices. The study highlights the need for more and better ICT training programmes for early childhood teachers so as to increase the successful integration of ICT within early years settings. 2018, De La Salle University. Acknowledgements This report was made possible by an Internal Grant # [QUUG-EDU-EDU-14/15-1] from the Office of Academic Research (OAR) at Qatar University. The statements made herein are solely the responsibility of the authors. We would like to thank the director of Erikson Institute�s Technology in Early Childhood (TEC) Center, Chicago, Illinois, USA, Dr. Chip Donohue, and his team for assisting with preparation of the ICT training programme and instruments implemented in this study. Scopus |
| Databáze: | OpenAIRE |
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