Types of Use of Technologies by Spanish Early Childhood Teachers

Abstract

Young pupils engage with technology daily, however, the use that preschool teachers make of technologies and their level of digital expertise are largely unknown. The objective of this study was to determine how these teachers make use of ICT (Information and Communication Technologies) and the frequency with which they use them, as well as to explore the sociodemographic and professional factors related to the different uses. 477 preschool teachers from Spain took part in a survey. The questionnaire, validated by experts, covered the use of ICT as a teaching-learning tool. Three different analyses were carried out, a principal component analysis and a descriptive analysis to determine the type and intensity of use and a multivariate analysis of variance to explore their relationships with sociodemographic and professional variables. The findings defined eight distinct uses of ICT, which seemed to be related to different factors. Teachers did not employ these technologies openly and consistently in their classrooms, but instead used them for occasional tasks that were administrative and bureaucratic in nature. They manifest a limited ICT use for assessment of pupil and for communication and exchange of ideas, information and materials. Instead, ICT were widely used to prepare classroom work (planning, classroom posters…) and as classroom support as a learning tool (routines, games, to record audios…). Among the studied variables, the more significant were teaching experience and type of centre. We discuss the need to advocate for continuous and comprehensive training on the educational potential of these digital resources.

Preschool Teachers’ Practices of ICT-Supported Early Language and Mathematics

“…The reasons given by the teachers were, in general, in agreement with the suggestions of the Greek curriculum and of NAEYC & FRC (2012) recommendations; the use of technology is a tool to support, complement and extend classroom learning and children's engagement. There is an agreement with earlier studies which indicated as reasons for computer use the acquisition/development of language and mathematical skills, children's motivation (Nikolopoulou, 2014a), as well as the technology as supportive-complementary learning tool (Nikolopoulou, 2014a;Gray et al, 2017;Romero-Tena et al, 2020). There is also an agreement as to that technology use took place, mainly, during the hour of free activities/play (Ljung-Djärf, 2008;Nikolopoulou, 2014aNikolopoulou, , 2014bNikolopoulou & Gialamas, 2015).…”

“…A study in Greece (Nikolopoulou, 2014a) investigated computer use and integration in 17 kindergartens in Greece and indicated that the most frequently reported purposesreasons for computer use regarded the acquisition/development of language and fine motor skills, as an incentive for learning, as a supervisory tool, and for entertainment (e.g., playing games). Romero-Tena et al (2020) investigated how preschool teachers made use of ICT, in Spain. ICT was used to prepare classroom work (planning, classroom posters) and as a classroom support learning tool (routines, games, to record audios etc).…”

“…Today's young children interact with a wide range of digital technologies (ICT) in their everyday lives and become competent users of devices, such as computers, tablets, video game consoles, digital video and communication based devices, without any formal instruction (Stephen & Edwards, 2018;Ofcom, 2019;Ni-Fewer studies reported on teachers' practices regarding ICT supported-mediated language and mathematics learning in early childhood education (ECE) settings (Nikolopoulou, 2014a;Romero-Tena et al, 2020). The purpose of this study was to investigate early childhood teachers' practices when ICT is used to support early language and mathematics learning in kindergarten settings.…”

Implementation of Computer-assisted Learning in High School: Teachers and Students‟ Perspective

“…Besides, students' ability as learning subjects in operating computers was included in the good category. The success of ICT-assisted learning or electronic-based learning, in fact, must be supported by infrastructure, materials, utilization systems, and policies that have been established as regulations, both by the government and schools [45,46]. Empirically, teachers have implemented technology-assisted learning, such as the use of presentation media and instructional videos, but in some cases, it is still necessary to develop the learning potentials or resources available in schools.…”

Media Pembelajaran Digital untuk Stimulasi Motorik Halus Anak Usia Dini

“…Selain itu, tidak adanya hardware (laptop, notebooks, dan komputer), kurangnya materi dan isi pengajaran, dan tidak adanya ketertarikan, dan kurangnya dukungan membuat guru mengalami berbagai hambatan ketika menggunakan teknologi di kelas (Liu & Pange, 2015). Media digital biasanya digunakan guru untuk hal-hal yang bersifat administrative seperti menyusun rencana pelaksanaan pembelajaran, melakukan penilaian, berbagi materi dengan sesame guru, dan berkomunikasi dengan orangtua (Romero-Tena et al, 2020). Di sisi lain, media digital sebenarnya memiliki banyak kegunaan untuk guru seperti sebagai alat pembelajaran yang dipakai untuk rutinitas, permainan, merekam video, membuat anecdote, dan mencari berbagai teknik dan metode belajar terbaru agar suasana kelas lebih bervariasi.…”