Preparing Preservice Teachers for Technology and Digital Media Integration: Implications for Early Childhood Teacher Education Programs

Abstract

Technology and digital media are now embedded in children's daily lives and can have significant impact on children's early development and learning. Preparing early childhood teachers to integrate a variety of technologies into classroom practices can be challenging. This study explores perceptions of preservice teachers about technology integration into their educational programs and assesses their satisfaction with such preparation. A total of 192 preservice teachers participated in this study. Data were collected through questionnaires and in-depth interviews. Results indicated that preservice teachers held positive perceptions of the importance of technology and digital media integration in early childhood classrooms. However, their satisfaction with their preparation for technology integration into classrooms was less positive. Knowledge needs indicated by the preservice included learning more about technology integration in practice, and how to engage children in activities using technology and digital media. Based on the overall findings, it seems that teacher education programs need to develop stronger curricula that address these concerns so that future teachers are more confident and able to support children's learning through integration of technologies into their teaching practice.

Evaluation of learning process: Knowledge of ICT integration among pre-service English language teachers

“…Studies on teachers" learning on the use of ICT (e.g. Alelaimat et al, 2020;Ciptaningrum, 2018;Yet & Noordin, 2017) conclude that ICT Professional Development (PD) for teachers comprise of standardize, one-size-fit all programs that show teachers how to use the technology hardware and software. Pre-service teachers at the English Language and Education Depart-ment at this university in Yogyakarta, have received training on how to use an online learning management system for learning purposes.…”

Early Childhood Educators as COVID Warriors: Adaptations and Responsiveness to the Pandemic Across Five Countries

“…The nature of regular everyday indoor–outdoor activities in preschool contexts leaves little or no scope for using digital technology tools for pedagogical purposes, for example, in Norway only in 1% cases digital tools were observed to be used in teaching amidst various other indoor–outdoor activities (Kallestad & Ødegaard, 2013 ). Alelaimat et al ( 2020 ) reported that early childhood educators feel less prepared to use digital technology in their teaching practice. Not all but in some preschools in Australia, Norway and Singapore, one of the major use of digital tools for educators is mostly for communicating children’s daily reflections and informing individual child development with parents through some digital portals.…”

“…According to Jalongo ( 2021 ), in the early childhood context where most programmes follow children’s interest based philosophies, a 360 shift to remote learning has totally changed the early years teaching–learning context. A number of studies highlight the need to include new content on improving technology skills and use of technology in teacher education programs to prepare better early childhood teachers to deliver programs in future crisis conditions (Alelaimat et al, 2020 ; Jalongo, 2021 ).…”

Barriers to Technology Integration into Teaching Chinese as a Foreign Language: A Case Study of Australian Secondary Schools

“…Barriers to technology integration are universally researched. For example, failure to perceive the usefulness of technologies (Lee & Lehto, 2013;Teo, 2011), a lack of training and support (Derfler, 2002;Makki et al, 2018), and a lack of teacher knowledge (Alelaimat et al, 2021;Mumtaz, 2000;Ward & Parr, 2010) account for teachers' reluctance to technology-driven teaching. Those confirmed barriers behind technology adoption include three major groups: technology itself (e.g., perceived usefulness, perceived ease of use), external factors (e.g., class preparation time, access to technology), and internal factors (e.g., knowledge and skills, attitudes and beliefs) (Ertmer, 1999;Hew & Brush, 2007;Reyneke, 2020).…”