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

Alghamdi, Jawaher; Mostafa, Fatma; Abubshait, Aisha

doi:10.1007/s10639-022-10920-0

Cited by 6 publications

(3 citation statements)

References 36 publications

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“…Meanwhile the second research questions aim to understand how EFL teachers' experiences and meanings of using digital storytelling relate to their teaching practices, goals and contexts (Lugmayr et al, 2017;Basri et al, 2020;Tepper et al, 2020). The responses collected indicate that the teachers incorporate digital storytelling into their lesson plans and teaching activities in order to promote autonomy and creativity, and create a more dynamic and interactive learning environment (Alghamdi et al, 2022). The aligns with the communicative language teaching approach, which emphasizes the importance of providing students with opportunities to use the language in real-life situations, and promoting autonomy and creativity among students.…”

Section: Discussionmentioning

confidence: 91%

Investigating EFL Teachers’ Perceptions and Meanings on Digital Storytelling in Language Learning: A Narrative Approach

Maruf,

Halyna

2023

JEELS

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The study was aimed at understanding the perceptions and meaning of EFL teachers when using digital storytelling for language learning in the classroom. Seven EFL teachers with experiences using digital storytelling in their language instruction were recruited for this study. Analysis of the data collected from the participants revealed several themes related to EFL teachers’ perceptions and meanings of using digital storytelling for language learning in the classroom. The results of the study indicate that teachers have hold overwhelmingly positive perceptions of digital storytelling as a teaching and learning tool in the classroom. Specifically, they view it as a highly creative and engaging teaching approach that allows students to express themselves in a more personalized and meaningful way. In addition, they believe that digital storytelling facilitates language acquisition and enhances cultural understanding. Furthermore, these findings are consistent with related theories in the field of language teaching and learning. However, the study also highlighted the challenges and limitation of using digital storytelling, such as resource constraints and technical difficulties. Therefore, educators should be mindful of these limitations and plan accordingly when incorporating digital storytelling into their language instruction.

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Section: Discussionmentioning

confidence: 91%

Investigating EFL Teachers’ Perceptions and Meanings on Digital Storytelling in Language Learning: A Narrative Approach

Maruf,

Halyna

2023

JEELS

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“…Through the concept of digital storytelling, the use of technological platforms in teaching young learners now attracts many experts and researchers. It integrates the coherence of images, music, narrative and voice in creating a digital story, and further used it as a medium for teaching young learners (Alghamdi et al, 2022). It combines the social functions of storytelling and the multimedia features of computer technology (Yang et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

‘A double-edged sword?’ Digital storytelling for early childhood education: Vietnamese teachers’ beliefs and practices

Hoa

Minh²

2023

JEMIN

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The advancement of Information Communication and Technology (ICT) offers enormous opportunities to enhance the efficacy of learning process in all levels of education, including Early Childhood Education (ECE). However, in the light of the recent years, there have not been some concern about the issue of use of technology to assist ECE process in the context of Vietnam. Thus, this study explores Vietnamese early childhood teachers’ beliefs and practices about the use of technology to facilitate storytelling for pre-school children. A web-based survey research was adopted to scrutinize the beliefs and practices of 228 ECE teachers about digital storytelling in Can Tho Vietnam. The results demonstrated that these teachers hold high levels of beliefs that digital storytelling could be used to enhance learning. In addition, they had carried out digital storytelling activities in their learning practices. The results emphasized that several concerns must be taken by teachers, parents, and related stakeholders in using technological tools in young children’s learning environment. This study offers pedagogical insights for ECE teachers to integrate digital storytelling in their learning activities. In short, the use of technology for pre-school children can provide a lot of benefits if it is skillfully executed by both teachers and parents.

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“…Considering the technological and informational revolution, it is crucial to activate the role of kindergarten teachers in developing the technological awareness of children (Kastriti et al, 2022). This includes addressing the most important computer and information technology applications in the kindergarten stage that can be used to enhance the child's education and develop their technological proficiency (Alghamdi et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Factors Influencing Early Childhood Educators’ Use of Digital Educational Aids: A Sequential Explanatory Study

Alotaibi

2023

Sage Open

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Kindergarten educators play a crucial role in promoting young children’s technological awareness and ensuring that they possess the necessary skills and knowledge to integrate technology effectively into their teaching practices. This study examines the factors that influence early childhood educators’ use of digital educational aids, that is, media and technology. The study employs a sequential explanatory design, which is a mixed-methods approach consisting of two phases. The first phase is quantitative, where data is collected through surveys, and the second phase is qualitative, where semi-structured interviews are conducted among a small subsample to gain a deeper understanding of the participants’ perspectives. The survey data collected from 369 early childhood educators revealed that attitudes toward the value of technology in aiding children’s learning had the strongest influence on technology use. Additionally, semi-structured interviews conducted with 62 educators found that teacher beliefs, knowledge, and attitudes, as well as access to technology and media resources, influenced the frequency and quality of technology and media use in preschool classrooms. These findings emphasize the importance of extrinsic factors including support, resources, and policies, while intrinsic factors include confidence and beliefs. Moreover, teacher attitudes toward the value of technology for learning and confidence using technology had the strongest positive effects on actual technology use.

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

Cited by 6 publications

References 36 publications

Investigating EFL Teachers’ Perceptions and Meanings on Digital Storytelling in Language Learning: A Narrative Approach

Investigating EFL Teachers’ Perceptions and Meanings on Digital Storytelling in Language Learning: A Narrative Approach

‘A double-edged sword?’ Digital storytelling for early childhood education: Vietnamese teachers’ beliefs and practices

Factors Influencing Early Childhood Educators’ Use of Digital Educational Aids: A Sequential Explanatory Study

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