Exploring Kuwaiti Preservice Early Childhood Teachers’ Beliefs About Using Web 2.0 Technologies

Alkhayat, Laila; Ernest, James M.; LaChenaye, Jenna

doi:10.1007/s10643-020-01036-6

Cited by 22 publications

(25 citation statements)

References 28 publications

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“…The education system has adapted to digital society [1,2]. Digital media and new technologies have been introduced in classrooms around the world, leading to teachers introducing and using Digital Educational Resources (DERs), and making school and DERs inseparable [3].…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Beliefs about the Role of Digital Educational Resources in Educational Practice: A Qualitative Study

2021

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Information and Communication Technologies and Digital Educational Resources have undergone a rapid evolution and have been swiftly introduced into educational contexts. Teachers play a key role in integrating these technological resources into the classroom. The objective of the present study was to determine the value that teachers attribute to digital resources in their educational practice. Based on a qualitative methodology, the necessary information was obtained via an open-ended interview, in which a Spanish school’s Early Childhood and Primary Education teachers participated. The results revealed that teachers value the integration of digital resources into the classroom, though no consensus was reached as to the suitable level of integration. Use satisfaction was mainly related to student motivation. Certain problems or limitations also came to light, however, linked to students’ digital training. An important conclusion according to the perception of teachers is that the integration of digital resources in their educational practice was significant and improved the quality of the educational process.

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Section: Introductionmentioning

confidence: 99%

Teachers’ Beliefs about the Role of Digital Educational Resources in Educational Practice: A Qualitative Study

2021

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“…It has been observed in the studies that problem solving education in preschool improves children's problem solving skills (Alnıak & Dinçer, 2005;Özbey & Köyceğiz, 2020) and that children's thinking skills (algorithmic thinking, geometric thinking, problem solving) develop in ICT supported learning environments (Fessakis et al, 2013;Keren & Fridin, 2014;Liu et al, 2013;Maryam, Sören & Guilla, 2020). Preschool teachers believe and emphasize that using Web Technologies improve student learning, communication and sharing with parents (Alkhayat, Ernest & LaChenaye, 2020). The application of this study both provided ICT support to preschool environment, and involved children actively as a process rather than an education in problem solving activities with cognitive tools.…”

Section: Discussionmentioning

confidence: 88%

A Case Study for the Use of Technology Supported Graphical Organizers in Preschool Children’s Problem Solving

Çetin

Özdemir²

2021

Journal of Computer and Education Research

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The purpose of this study is to integrate preschool children into problem-solving activities, which include graphical organizers such as fishbone diagram, brainstorming and flowchart as cognitive tools in an information technology supported environment. Accordingly, a specific software that prepared based on problem-solving and algorithmic thinking in preschool education was used. Case study method was employed in order to state children's use of graphical organizers, their participation to the classroom interaction and their problem-solving cases. 28 preschool children participated in this study from a public school in Ankara/Turkey. Classroom interaction video records, and flowcharts prepared by children are data collection tools. The results revealed that, problem-solving activities prepared with graphical organizers and ICT-supported environment are appropriate for preschool children. Children actively participated to the activities of understanding the problem, examining the cause-effect relations, producing alternative solutions to problem activities, and they expressed their thoughts.

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“…New teachers who have spent their childhood years surrounded by technology typically develop related technical skillsets (Bate, 2010). Previous studies have found that student-teachers are typically proficient with technologies such as word processing programs, e-mail (Whetstone & Carr-Chellman, 2001), educational software (Iding et al, 2002), social networking tools (Doering et al, 2008) and Web 2.0 tools (Sadaf et al, 2016;Alkhayat et al, 2020). Newly trained teachers with such skill sets are likely to be more open to the idea of integrating technology into the teaching practice (Goe et al, 2011).…”

Section: Technological Readiness Among Student-teachersmentioning

confidence: 99%

“…Despite global and national campaigns to integrate support technology into classrooms, previous research has reported a lack of technology use in primary education settings around the world (Hu et al, 2019;Danniels et al,2020). A great deal of research has investigated the factors that impact the integration of technology into early learning contexts (Knezek & Christensen, 2016;Tondeur et al, 2017;Farjon et al, 2019;Alkhayat et al, 2020). Studies reveal that while student-teachers have a good level of technical skills, they often need support on pedagogical skills (Tondeur et al, 2017;Alkhayat et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…A great deal of research has investigated the factors that impact the integration of technology into early learning contexts (Knezek & Christensen, 2016;Tondeur et al, 2017;Farjon et al, 2019;Alkhayat et al, 2020). Studies reveal that while student-teachers have a good level of technical skills, they often need support on pedagogical skills (Tondeur et al, 2017;Alkhayat et al, 2020). In the light of this, this study aims to investigate Saudi kindergarten student-teachers' readiness to integrate technology into their future classrooms.…”

Section: Introductionmentioning

confidence: 99%

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Exploring technology readiness and practices of kindergarten student-teachers in Saudi Arabia: A mixed-methods study

2022

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This study aims to explore kindergarten student teachers' readiness to integrate technology into their future classrooms and factors affect their integration. A mixedmethods, sequential explanatory design was utilized to achieve the research purposes. There were two phases. The first phase conducted a survey to assess technical and pedagogical readiness levels as well as participants' pedagogical attitude and opinion toward technology integration. The second phase conducted followup interviews to understand how participants intended to transfer their intentions into practice and factors affect their technology integration. The first-phase results showed that participants were ready to implement technologies while having positive attitudes toward technology integration. The second-phase results confirmed all participants were able to transfer their technical skills into professional practice. However, few were ready to practically apply their pedagogies. The results indicate three main factors, including technological resources, the school infrastructure, and the number of students in their classrooms. It is recommended to improve teacher preparation program to develop teacher technology readiness.

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Exploring Kuwaiti Preservice Early Childhood Teachers’ Beliefs About Using Web 2.0 Technologies

Cited by 22 publications

References 28 publications

Teachers’ Beliefs about the Role of Digital Educational Resources in Educational Practice: A Qualitative Study

Teachers’ Beliefs about the Role of Digital Educational Resources in Educational Practice: A Qualitative Study

A Case Study for the Use of Technology Supported Graphical Organizers in Preschool Children’s Problem Solving

Exploring technology readiness and practices of kindergarten student-teachers in Saudi Arabia: A mixed-methods study

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