The use of ICT in preschool music education

Panagiotakou, Christina; Pange, Jenny

doi:10.1016/j.sbspro.2010.03.464

Cited by 25 publications

(20 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The ICT usage has been used to enhance teaching and learning in many early childhood education programs (Wang & Hoot, 2006;Yurt & Cevher-Kalburan, 2011). Studies have demonstrated that technology usage (i.e., the use of computers) can support children's memory development, their abilities of communication and problem-solving (Haugland, 1992), and their inherent musical skills (Panagiotakou & Pange, 2010). It has also been found that preschool teachers usually cannot use computers in the classroom comfortably and successfully unless they have had specific training (Önkol, Zembat, & Balat, 2011).…”

Section: Ict Usage In Preschool Educationmentioning

confidence: 99%

Surveying in-service preschool teachers' technological pedagogical content knowledge

Liang

Chai

Koh

et al. 2013

AJET

View full text Add to dashboard Cite

<p>Many teachers are reporting that they need to develop more subject-specific applications of educational technology. However, there seems to have been a lack of theoretical frameworks to guide educators in preparing and developing in-service preschool teacher education in the area of educational technology until the recent emergence of the notion of technological pedagogical content knowledge (TPACK). This study utilizes the TPACK survey to explore 366 Taiwanese in-service preschool teachers' technological pedagogical content knowledge. Exploratory factor analyses of the TPACK survey used in this study yielded six scales: Content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological knowledge (TK), a combined factor of technological pedagogical knowledge and technological content knowledge (TPTCK) and technological pedagogical content knowledge (TPCK), respectively. The exploratory factor analyses indicated adequate reliability and validity of the TPACK survey. The correlation analyses revealed that more senior preschool teachers might show a certain degree of resistance toward technology-integrated teaching environments. Further analyses also showed that the preschool teachers with higher education qualifications tended to have more knowledge of technology use and ICT integration in their teaching environment.</p><br />

show abstract

Section: Ict Usage In Preschool Educationmentioning

confidence: 99%

Surveying in-service preschool teachers' technological pedagogical content knowledge

Liang

Chai

Koh

et al. 2013

AJET

View full text Add to dashboard Cite

show abstract

“…Again, ICT has been employed in teaching and learning in various early childhood curricula (Wang & Hoot, 2006;Yurt & Cevher-Kalburan, 2011). Research has shown that the use of technology, including computers, might support children's memory development, communication, and problem solving skills (Haugland, 1992) as well as their natural musical abilities (Panagiotakou & Pange, 2010).…”

Section: Exertionmentioning

confidence: 99%

Examining the Impact of Instructional Technology and Material Design Courses on Technopedagogical Education Competency Acquisition According to Different Variables

2017

EDUC SCI-THEOR PRACT

View full text Add to dashboard Cite

The need to integrate technology into education has made necessary a thorough examination of teachers' technopedagogical competencies. While training preservice teachers, it is of particular importance that they acquire technopedagogical education competences during their preservice education. Practical and theoretical course content and Instructional Technology and Material Design (ITMD) courses are thought to be essential for preservice teachers' technopedagogical education competency acquisition. However, the role of ITMD courses in preservice teachers' technopedagogical education competency acquisition has remained obscure in the literature. As such, the study aims to describe the effect that ITMD courses have on technopedagogical education competency acquisition. The research was conducted with a total of 186 preservice teachers studying in the departments of classroom teaching and preschool teaching in a Faculty of Education in Turkey. The research data were gathered using the Technopedagogical Education Competency Scale (TPACK-deep), developed by Kabakci Yurdakul, Odabasi, Kilicer, Coklar, Birinci, and Kurt. This five-point Likert type scale consists of a total of four factors, i.e. design, proficiency, ethics, and exertion. The internal reliability coefficient of the 33-item scale was .95. The scale was applied by faculty members in-line with the course description designated by the Council of Higher Education (YÖK) as a pre-and post-test at the beginning and end of the semester that the course was given. A paired samples t-test and CHAID (Chi-squared Automatic Interaction Detection) analysis were incorporatedly employed to analyze the data. The research showed that ITMD courses influenced preservice teachers' acquisition of technopedagogical education competencies. The following were observed to be critical predictor variables in technopedagogical education competency acquisition: having received computer training prior to taking the ITMD courses and the average time one spends using a computer per day.

show abstract

“…razvoj djeteta dio je, dakle, njegova općeg razvoja, a predškolska dob pravo je vrijeme za razvoj djetetovih glazbenih sposobnosti (Denac, 2008;Gordon, 1988;Panagiotakou i Pange, 2010). Prema Manasteriotti (1982), elementi (glazbenog) estetskog odgoja u radu s djecom su: buđenje i razvijanje osjećaja i smisla za lijepo u glazbi, osposobljavanje za zapažanje estetskih svojstava glazbe, pozicioniranje glazbe kao izvora djetetovih estetskih doživljaja, postavljanje osnova glazbenog ukusa djece, razvijanje stvaralačke snage djeteta u smislu estetski oblikovanog istraživanja u tim područjima, usvajanje elementarnih znanja i vještina te ovladavanje određenim navikama estetskog karaktera.…”

Section: U Ovom Radu Predstavljeni Su Rezultati Istraživanja Utjecajaunclassified

Roditelji i dječje glazbene aktivnosti u obiteljskom domu

Krnić

Kodžoman-Radan

2016

Metod. ogl.

View full text Add to dashboard Cite

The use of ICT in preschool music education

Cited by 25 publications

References 7 publications

Surveying in-service preschool teachers' technological pedagogical content knowledge

Surveying in-service preschool teachers' technological pedagogical content knowledge

Examining the Impact of Instructional Technology and Material Design Courses on Technopedagogical Education Competency Acquisition According to Different Variables

Roditelji i dječje glazbene aktivnosti u obiteljskom domu

Contact Info

Product

Resources

About