A Study of Pre-School Teachers' Thoughts about Computer-Assisted Instruction

Bayhan, Pınar; Olgun, Pinar; Yelland, Nicola

doi:10.2304/ciec.2002.3.2.11

Cited by 34 publications

(21 citation statements)

References 5 publications

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“…However, the lack of uptake is evident in the schooling sector, where computer technology within the earlier years of schooling is seen as less important than in the upper years of schooling. Bayhan et al (2002) and Ertmer (2005) support Downes et al's (2001) claims that despite significant technology being accessible to teachers, there has been little uptake of these tools in education. Ertmer suggests that this is, in part, due to teachers' lack of pedagogical knowledge on how to use the tools effectively within the context of the learning environment.…”

Section: Technology In Early Childhood Settingsmentioning

confidence: 70%

“…Ertmer suggests that this is, in part, due to teachers' lack of pedagogical knowledge on how to use the tools effectively within the context of the learning environment. Bayhan et al (2002) reported that their participants felt that computers restricted the social development of children. Judge et al (2002) reported a similar position, arguing that there has been a rapid growth in the area of technology and teachers need to be supported in its uptake so as to ensure quality learning experiences for young students.…”

Section: Technology In Early Childhood Settingsmentioning

confidence: 99%

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Digital Natives Come to Preschool: Implications for Early Childhood Practice

Zevenbergen

2007

Contemporary Issues in Early Childhood

125

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This article explores the implications of young learners' dispositions towards the use of digital technologies in contemporary early childhood settings. It is proposed that young learners have grown up in very different social conditions from previous generations, mainly through the saturation of digital technologies, in particular computers. This creates very different learners than previous generations. When educators fail to recognize such differences, there is potential for gaps in learning. This is particularly the case when equity dimensions are considered. It is proposed that early childhood settings need to reconceptualize pedagogy and learning opportunities for the new generation of learners. Drawing on Bourdieu's theoretical project, it is proposed that young learners come to early childhood settings with a digital habitus, which is differentially constructed in the home environment and needs to be considered in early childhood practice.Within the current literature on young people, there is a growing recognition of the impact of computers in the social world, and the ramifications of such technology on shaping learning, dispositions and attitudes of new generations. Unlike any time in history, the rapid expansion of technology into the worlds of young people has resulted in the development of a new generation quite apart from previous generations. This generation has many names including Millennials, Nexters, Generation Y and Generation Why. While the names may vary, the identification of this group of people as being different from other generations stems from their unique exposure to digital technologies. This is the generation that has grown up in a society immersed in technology. They know the Internet, computers and other digital tools like no other generation. For them, technology has been an integral part of their social life. Juxtapose their experiences with those who work with them and there is the potential for the collision of two worlds -that of the technologyrich with that of the technology-poor. When this is considered within the context of early childhood settings, it becomes apparent that many of the views traditionally held in this sector come under challenge. This article explores the insertion of the 'digital native' in the context of early childhood settings and the implications of such insertions for practice. It is argued that there is an urgent need for concepts of play -an integral part of the early childhood ethos -to be reconceptualized so as to incorporate notions of digital play in order to sustain and support the habitus of the children now entering the range of early childhood services. Who and What Are 'Digital Natives'?There is a considerable literature on generational differences. This literature addresses various transitory generations which are brought about through various social conditions; for example, baby boomers, who were raised in the relatively secure conditions of the post-Second World War where economic stability was the norm. In reaction to their ...

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Section: Technology In Early Childhood Settingsmentioning

confidence: 70%

Section: Technology In Early Childhood Settingsmentioning

confidence: 99%

Digital Natives Come to Preschool: Implications for Early Childhood Practice

Zevenbergen

2007

Contemporary Issues in Early Childhood

125

View full text Add to dashboard Cite

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“…Bayhan et al explored the use of computers at home to develop mathematical ideas and reported that there were considerable potential for computer games to support such learning [29].…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Designing an interactive multimedia learning system for the children of primary schools in Jordan

Nusir

Alsmadi

Al-Kabi

et al. 2011

2011 IEEE Global Engineering Education Conference (EDUCON)

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Abstract-With the introduction of the Internet, and several new inventions and technologies especially in the communication and computer systems' field, there is a need to enhance teaching and educational methods through the utilization of those technologies which may improve the abilities of educators to present information in an interactive and media enhanced formats relative to traditional methods. This may help students or learners through offering them the information in channels and methods that can be easier to understand, deal with, and retrieve.Multimedia technologies and applications are probably one of the most exciting innovations in the age of information evolution. They helped and got help from the Internet and other communication and computer inventions. Multimedia has the potential to create high quality learning environments, with the capability of creating a more realistic learning context through its different media. It also helps allowing a learner to take better control of the classroom especially when the class size is large.This study aims at proposing and evaluating the possibility of enhancing the early education system with multimedia technologies. A program is developed to teach students at young ages basic skills. A study is investigated to show the impact of the developed program on students' abilities to understand new knowledge or skills. While many may argue against or with such studies of evaluating the impact of a technology on learning compared to traditional education. In all cases, multimedia education offers an alternative to traditional education that can enhance the current methods and provide an alternative especially in some cases where teaching in educational methods is not applicable.

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“…Also, there have been a substantial number of studies in Turkey about students and teachers' attitudes towards technology use (e.g. Akkoyunlu, 1996;Altun, 2003;Asan, 2002;Bayhan et al, 2002;Deniz, 2005;Gomleksiz, 2004), however, most of those studies examined the interaction between attitude toward technology and students ND teacher/prospective. For example, Altun (2003) studied the interaction between prospective teachers' attitude and students towards computers and their academic achievement, the study concluded that academic achievement could be considered as an effective contributor to participants' attitudes toward computers (Akpinar and Bayramoğlu, 2008).…”

Section: Importance Of It In Teaching and Learningmentioning

confidence: 99%

Information Technology (IT) for teaching and learning

Vahedi¹

2015

Int. J. Psychol. Couns.

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The present research discusses the challenges to learning and its methodological principles posed by the new technologies. It will be argued that the integration of new media into learning is a necessary step ensuring the acquisition of the kind of teaching and learning needed for living and working in the knowledge society. In response to a growing dependency on IT technology, learning how to use the IT has become part of many public educational curricula. However, not all people receive their IT training in public schools. In recent years there has been increasing emphasis on IT training, often through community education programs or in-service training. In recent years, attitude towards Information Technology has been the subject of many studies, within different theoretical frameworks and methods. Information Technology (IT) is one for the issues that divides the world. The digital divide raises the imperative to set educational priorities for the use of IT in schools and to understand its efficacy in teaching and learning. It is essential to establish best practice worldwide so that scarce resources are used effectively. While the IT benefits include increased productivity, professional presentation of students' work, and an enriched learning environment, the implementation of IT does not constitute a panacea for all educational woes, and, if poorly instituted, can add to a school's problems and introduce a spate of new woes. New information and communication technologies and their role in learning processes are the topic of this paper, but constructivism as the appropriate paradigm for learning and teaching in the coming millennium will also be discussed. In addition, the paper proposes a typology and an evaluation of technology-enhanced materials for language learning.

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A Study of Pre-School Teachers' Thoughts about Computer-Assisted Instruction

Cited by 34 publications

References 5 publications

Digital Natives Come to Preschool: Implications for Early Childhood Practice

Digital Natives Come to Preschool: Implications for Early Childhood Practice

Designing an interactive multimedia learning system for the children of primary schools in Jordan

Information Technology (IT) for teaching and learning

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