Children and teachers engaging together with digital technology in early childhood education and care institutions: a literature review

Undheim, Marianne

doi:10.1080/1350293x.2021.1971730

Cited by 53 publications

(22 citation statements)

References 54 publications

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“…Se observó que las docentes de las Escuela San Francisco de Gualleturo conocen la existencia y acerca del uso de diferentes herramientas tecnológicas digitales que les permiten desarrollar y utilizar recursos didácticos, con el fin de ofrecer una experiencia educativa de calidad y efectiva a los niños de educación inicial. Los recursos digitales se refieren al contenido digital utilizado junto con los niños, tanto contenido en línea como aplicaciones o software para instalar (Undheim, 2021). Al respecto, Boza y Torres (2021) afirman que en la actualidad los docentes juegan un nuevo rol en el sistema educativo y social de los alumnos, dado que el progreso tecnológico ha puesto a disposición una serie de herramientas que facilitan la transmisión de contenidos dentro del aula escolar, así como de manera complementaria, por lo que es necesario conocer las herramientas digitales y desarrollar las competencias necesarias por su uso e implementación efectiva.…”

Section: Discussionunclassified

Competencias digitales y su incidencia en la elaboración de recursos didácticos

Calle

García-Herrera

Quintanilla

2022

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El uso de las tecnologías de la información en el aula de clases es cada vez más importante, pues los alumnos se encuentran expuestos a diversos dispositivos con los que acceden a información mediante la observación de material audiovisual. En consecuencia, el personal docente debe mantenerse capacitado y actualizado en las competencias digitales para el desarrollo de material didáctico. El trabajo de investigación tuvo como objetivo analizar las competencias digitales docentes y su influencia en las actividades de educación inicial y parvularia en la Escuela San Francisco de Gualleturo. El estudio fue de enfoque cualitativo; se aplicó la técnica de la entrevista a un total de 3 docentes y se analizaron las categorías: conocimiento, uso y elaboración de recursos didácticos digitales. Entre los principales resultados se obtuvo que los docentes conocen diversas herramientas digitales, sin embargo, requieren de capacitaciones para optimizar su uso. Se propuso el desarrollo de capacitaciones en herramientas digitales para la elaboración de presentaciones 2D y 3D, así como la incorporación del uso de calendarios digitales. Se concluyó que el uso de los recursos didácticos digitales incrementa el interés de los niños en los contenidos.

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Section: Discussionunclassified

Competencias digitales y su incidencia en la elaboración de recursos didácticos

Calle

García-Herrera

Quintanilla

2022

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“…Given the enormous impact of modern technology tools on the education system, numerous teaching staff are becoming more willing to incorporate them into their teaching activities ( Blackwell et al, 2014 ; Bourbour Hosseinbeigi, 2020 ; Undheim, 2021 ). It is necessary to surround the child with such an environment and such a system of relationships that stimulates the most diverse independent activities of the child and to form exactly what the child at the right time is able to perform ( Plumb and Kautz, 2016 ; Yilmaz, 2016 ; Su and Yang, 2022 ).…”

Section: Digital Instruments In Preschool Educationmentioning

confidence: 99%

A Radial Basis Function Neural Network Approach to Predict Preschool Teachers’ Technology Acceptance Behavior

et al. 2022

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With the continual development of artificial intelligence and smart computing in recent years, quantitative approaches have become increasingly popular as an efficient modeling tool as they do not necessitate complicated mathematical models. Many nations have taken steps, such as transitioning to online schooling, to decrease the harm caused by coronaviruses. Inspired by the demand for technology in early education, the present research uses a radial basis function (RBF) neural network (NN) modeling technique to predict preschool instructors’ technology usage in classes based on recognized determinant characteristics of technology acceptance. In this regard, this study utilized the RBFNN approach to predict preschool teachers’ technology acceptance behavior, based on the theory of planned behavior, which states that behavioral achievement, in our case the actual technology use in class, depends on motivation, intention and ability, and behavioral control. Thus, this research design is based on an adapted version of the technology acceptance model (TAM) with eight dimensions: D1. Perceived usefulness, D2. Perceived ease of use, D3. Perceived enjoyment, D4. Intention to use, D5. Actual use, D6. Compatibility, D7. Attitude, and D8. Self-efficacy. According to the TAM, actual usage is significantly predicted by the other seven dimensions used in this research. Instead of using the classical multiple linear regression statistical processing of data, we opted for a NN based on the RBF approach to predict the actual usage behavior. This study included 182 preschool teachers who were randomly chosen from a project-based national preschool teacher training program and who responded to our online questionnaire. After designing the RBF function with the actual usage as an output variable and the other seven dimensions as input variables, in the model summary, we obtained in the training sample a sum of squares error of 37.5 and a percent of incorrect predictions of 43.3%. In the testing sample, we obtained a sum of squares error of 14.88 and a percent of incorrect predictions of 37%. Thus, we can conclude that 63% of the classified data are correctly assigned to the models’ dependent variable, i.e., actual technology use, which is a significant rate of correct predictions in the testing sample. This high significant percentage of correct classification represents an important result, mainly because this is the first study to apply RBFNN’s prediction on psychological data, opening up a new interdisciplinary field of research.

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“…The impact on children is that they did not have personal gadgets before, but eventually, like it or not, parents are forced to allow ownership of these gadgets. In terms of age, they are still children, so the use of gadgets must always be supervised and restricted (Undheim, 2021;Sørenssen & Bergschöld, 2021;Wilson, 2016).…”

Section: Conceptual or Theoretical Frameworkmentioning

confidence: 99%

Enhancing critical thinking skills for low-grade elementary school students using mobile apps

Isrok’atun

Hanifah

Rohman

et al. 2022

CJES

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This research was motivated by elementary school students’ low critical thinking ability and their familiarity with gadgets. They use gadgets with various Android-based mobile applications that can be easily downloaded. Thus, this research was designed using an experimental method by explaining to the respondents the instructions for using SBL Apps before operating the application. The population was all lower grade elementary school students in Sumedang Regency, West Java, Indonesia. A random sample of 16 third graders of SDN 1 Citimun was selected. The students were given an explanation first, about how to use SBL Apps, and then they operated the application independently. Data were collected through observation, interviews, and questionnaires, and then processed by qualitative and quantitative analysis. The research results showed that 1) students' responses were positive and significant toward SBL Apps, and 2) the use of SBL Apps could significantly improve students' critical thinking skills. Keywords: Enhancing, Critical thinking; Low-grade students; Mobile Apps, SBL Apps

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Children and teachers engaging together with digital technology in early childhood education and care institutions: a literature review

Cited by 53 publications

References 54 publications

Competencias digitales y su incidencia en la elaboración de recursos didácticos

Competencias digitales y su incidencia en la elaboración de recursos didácticos

A Radial Basis Function Neural Network Approach to Predict Preschool Teachers’ Technology Acceptance Behavior

Enhancing critical thinking skills for low-grade elementary school students using mobile apps

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