The Use of ICT in Preschool Education in Greece and China: A Comparative Study

Liu, Xia; Toki, Eugenia I.; Pange, Jenny

doi:10.1016/j.sbspro.2014.01.1281

Cited by 56 publications

(42 citation statements)

References 28 publications

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“…Se reconoce que existen beneficios para los estudiantes de preescolar cuando se exponen a la tecnología en edades tempranas, al contribuir de forma positiva a su aprendizaje y desarrollo (Liu, Toki y Pange, 2014). Aunque, por otro lado, hay quienes rechazan este postulado, por ir en contra de la posibilidad de exploración y construcción independiente del aprendizaje por medio del juego, en su concepción tradicional, que permite al niño actuar de forma activa y movilizarse en su entorno (Lindahl y Folkesson, 2012).…”

Section: Acercamientos Teóricosunclassified

Percepciones de futuros docentes sobre el uso de tecnología en educación inicial

Jaramillo

Vásquez

2019

REDIE

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El propósito de este artículo es dar a conocer la percepción de futuros educadores sobre la necesidad, uso e importancia de implementación y la formación requerida para una práctica pedagógica que incluya las herramientas tecnológicas como mediaciones didácticas. La investigación se realizó bajo un enfoque cualitativo con alcance descriptivo y diseño transeccional que incluye recolección de datos cuantitativos. Los instrumentos de recolección de información fueron un cuestionario y grupos focales. La población se conformó por 175 estudiantes de licenciatura en educación inicial, con un muestreo aleatorio estratificado de 100 estudiantes. El principal hallazgo indica que aunque los estudiantes encuestados pertenecen a la generación millenial y son nativos digitales, al reflexionar sobre su práctica profesional no ven un uso potencial de la tecnología como herramienta didáctica, lo que puede considerarse como un obstáculo para la enseñanza.

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Section: Acercamientos Teóricosunclassified

Percepciones de futuros docentes sobre el uso de tecnología en educación inicial

Jaramillo

Vásquez

2019

REDIE

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“…The effort of Mainland China to introduce ICT into the educational system started much later than developed countries (Liu et al 2014). The priority of this process has long been focused on primary, secondary, and higher education.…”

Section: Ict Integration In Early Childhood Teaching In Mainland Chinamentioning

confidence: 99%

“…A range of research has pointed out that although teachers held positive attitudes toward ICT for teaching and learning, and also had much enthusiasm to integrate ICT into teaching (Wood et al 2008;Ihmeideh 2009;Bingimlas 2009), they did not frequently use ICT in their day-to-day teaching practices (Redecker 2009;Blackwell et al 2013;Liu et al 2014). Some teachers may use ICT in the purpose of teaching, but they could not achieve appropriate and effective integration practices (Redecker 2009;Blackwell et al 2014).…”

Section: Introductionmentioning

confidence: 99%

Early childhood teachers’ perceived barriers to ICT integration in teaching: a survey study in Mainland China

Liu

Pange

2014

J. Comput. Educ.

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This paper looked at the barriers to ICT integration in teaching practices from the perspective of Chinese early childhood teachers in Mainland China. A total of 46 Chinese early childhood teachers in Mainland China participated in this study. They were from three early childhood settings located in three different cities in terms of the administrative division. A self-designed questionnaire was adopted as the research instrument. It was found that a range of first-order barriers, which included lack of hardware (laptops, notebooks, and computers), lack of teaching content and material, as well as lack of pedagogical models were perceived as main barriers by the teachers. However, several second-order barriers, such as lack of teachers' interest, and lack of teachers' support were perceived as the least main barriers. Furthermore, the variable "ICT use in daily life" was found play an important role in determining the teachers' perceptions of barriers both on the overall level and on the specific level. Several recommendations for future practices and research were also provided.

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“…Previous studies demonstrated that teachers had positive perspectives and practices concerning computer learning in kindergarten (Yurta & Cevher-Kalburan, 2011). Moreover, further studies stated that teachers had a positive practice towards computer learning supported by several factors such as the availability of classroom computers and others (Liua, Tokib, & Pangea, 2014). Children will show a positive attitude when they show interest, and positive reaction in computer learning activities carried out with their friends (Clements & Sarama, 2003).…”

Section: Findings and Discussionmentioning

confidence: 98%

Computer Learning in Early Childhood Education: Survey on Teacher Practice in Preschool

Putri

Suparno

2020

Challenges of Science

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This study was conducted to determine the practice of teachers in kindergarten in early childhood computer learning. The participants in the study were kindergartens who carried out early childhood computer learning chosen using purposive sampling method, the sample determined by researchers based on certain characteristics. This research utilized a descriptive approach, where information obtained through a questionnaire is distributed to 25 teachers in Yogyakarta. The questionnaire in this study was adapted from Yurt & Cevher-Kalburan (2011) concerned with the experience, frequency of use, purpose, and assessment of the activities that children performed with computers in computer learning. The results showed that all teachers obtained computer skills derived from reading documents about computers and exchanging information with their colleagues. This computer learning was carried out on average 1-2 times a week. In addition, the majority of activities held were games for children through computer introduction learning. Early childhood computer learning is more focused on the teacher for aspects of language and children cognitive development. Keywords: computer, early childhood education, survey, teacher and learning.

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The Use of ICT in Preschool Education in Greece and China: A Comparative Study

Cited by 56 publications

References 28 publications

Percepciones de futuros docentes sobre el uso de tecnología en educación inicial

Percepciones de futuros docentes sobre el uso de tecnología en educación inicial

Early childhood teachers’ perceived barriers to ICT integration in teaching: a survey study in Mainland China

Computer Learning in Early Childhood Education: Survey on Teacher Practice in Preschool

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