Using Tangible Objects in Early Childhood Classrooms: A Study of Macau Pre-service Teachers

Chan, Kan Kan

doi:10.1007/s10643-019-01011-w

Cited by 9 publications

(6 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Students with higher online communication self-efficacy tend to benefit more from digital media tools for education. Earlier research offered ample proof that computer self-efficacy affects the extent of communication when students participate with digital media platforms [54][55][56]. Consequently, computer self-efficacy impacts the level to which students utilize digital media tools for education.…”

Section: Communication Self-efficacymentioning

confidence: 99%

Integrating Communication and Task–Technology Fit Theories: The Adoption of Digital Media in Learning

et al. 2023

View full text Add to dashboard Cite

In order to eliminate discrepancies between the literature on the use of digital media for education and its effects on students’ academic achievement in higher education institutions, this article aims to develop a model that would identify essential aspects that are predicted to continue to play a large role in TTF and CT for learning, which could be used to improve academic performance in higher education. The purpose of this study was to investigate the characteristics and aspects of digital media and the relationship between their use in the TTF and CT theories to determine how they affect research students’ satisfaction and AP in HE institutions. Data for the TTF and CT theories were collected using a questionnaire survey. A questionnaire survey was the primary method of data collection. A total of 1330 students who were acquainted with digital media participated in the data collection survey from Universiti Kebangsaan Malaysia. To assess the findings, quantitative structural equation modeling was used. Technological, task, and social characteristics were found to have a substantial association with TTF for using digital media sites for academic purposes, which had a favorable impact on satisfaction and educational achievement. Similar to this, a significant relationship between online communication, reasons for communicating, communication self-efficacy, and attitude toward using features with TC was found to exist for utilizing digital media sites for educational purposes that positively impacted satisfaction as well as academic performance. The study concludes that TTF and CT concepts for using digital media enhance students’ active learning and give them the ability to effectively exchange knowledge, data, and discussions. In order to further their educational objectives, we advise students to make use of digital media platforms. Additionally, educators in higher education institutions need to be convinced to use digital media platforms in their lessons.

show abstract

Section: Communication Self-efficacymentioning

confidence: 99%

Integrating Communication and Task–Technology Fit Theories: The Adoption of Digital Media in Learning

et al. 2023

View full text Add to dashboard Cite

show abstract

“…As preschoolers are already familiar with digital devices before entering preschool, educators can easily take advantage of the latest technology [1,13], based on children's prior experiences, logical arguments, or other empirical evidence, to engage them in creative STEM activities and physical play with educational robotics kits. These offer the playful and enjoyable experience of constructing robots with or without software applications using motors, sensors, and various everyday materials [6].…”

Section: Introductionmentioning

confidence: 99%

Attitudes towards the Use of Educational Robotics: Exploring Pre-Service and In-Service Early Childhood Teacher Profiles

et al. 2021

View full text Add to dashboard Cite

The introduction of STEM education, and specifically the implementation of educational robotics (ER), has drawn researchers’ attention and has shown that teachers play a crucial role in leading this innovation. The present study concerns in-service and pre-service early childhood teachers, focusing on their perceptions and attitudes about ER use in daily teaching practice. The data were collected via a questionnaire (N = 201) and explored using latent class analysis, which detected distinct clusters/profiles of participants based on their pattern of responses. Two clusters were identified: Cluster1 was relatively homogeneous, including those who share a positive attitude towards ER, while Cluster2 was heterogeneous, comprising participants with inconsistent responses and expressing negative and skeptical thinking. The cluster memberships were associated with external covariates, such as age, years of teaching experience, and variables measuring their technological competencies. The results showed that teaching experience and age were negatively associated with cluster1-membership, while educational robotics knowledge was positively associated. The findings are interpretable, and the implications for education are discussed considering the current literature.

show abstract

“…From the perspective of developmental psychology, physical objects are an essential medium for young children to build knowledge (Jant et al, 2014). Tangible computing tools offer children the opportunity to explore abstract computing concepts in a concrete and playful manner, and through these tools, children can experience engineering design processes by constructing and controlling tangible robots in a physical space (Chan, 2020; Chambers, 2015; Lin et al, 2020). The existing research suggests that interacting with tangible robots is a crucial method for fostering CT and programming skills among pre-kindergarten to elementary-level learners (Ioannou & Makridou, 2018).…”

Section: Discussionmentioning

confidence: 99%

Technology-Integrated Computing Education in Early Childhood: A Systematic Literature Review

Liu

Luo

Israel

2023

Journal of Educational Computing Research

View full text Add to dashboard Cite

Technology has become an integral part of teaching and learning, but there is still limited understanding of how it is utilized to support computing education in early childhood. To address this knowledge gap, this review investigated the current implementation of computing technologies in early childhood settings, the implementation of computing activities, the learning outcomes achieved by students, and the utilization of assessment strategies to evaluate student learning. Through a systematic review and synthesis of 31 empirical studies published between 2014 and 2020, this review identified: (1) Twenty-two computing technologies that feature three types of computing environments; (2) Eight types of learning activities to engage children in computing; (3) A variety of learning outcomes accomplished in cognitive and non-cognitive dimensions; (4) A wide range of assessment strategies to evaluate students’ outcomes in different dimensions. This review strengthened the evidence base for the benefits of teaching computing with technology to children, informed the design of age-appropriate computing technology and learning activities, and identified research gaps to inform future research. Implications were provided to inform the future design and delivery of computing instruction to early childhood learners.

show abstract

Using Tangible Objects in Early Childhood Classrooms: A Study of Macau Pre-service Teachers

Cited by 9 publications

References 27 publications

Integrating Communication and Task–Technology Fit Theories: The Adoption of Digital Media in Learning

Integrating Communication and Task–Technology Fit Theories: The Adoption of Digital Media in Learning

Attitudes towards the Use of Educational Robotics: Exploring Pre-Service and In-Service Early Childhood Teacher Profiles

Technology-Integrated Computing Education in Early Childhood: A Systematic Literature Review

Contact Info

Product

Resources

About