Factors Affecting Greek Kindergarten Teachers to Support or Oppose ICT in Education

Zaranis, Nicholas; Oikonomidis, Vassilios; Linardakis, Michalis

doi:10.1007/978-3-319-34127-9_15

“…The strong emphasis on Chinese traditions supports Bullock’s (2011) argument that preservice teachers socialize into the pedagogical culture they were raised in. This notion does not only challenge the high expectations put on the disruptive power of technology integration (Selwyn, 2015) but also confronts the presumption that being born into technology‐saturated world would automatically lead to favorable and pedagogically appropriate dispositions towards technology use in institutional education (see, Szeto et al ., 2016; Zaranis, Oikonomidis, & Linardakis, 2016).…”

Section: Findings and Discussionmentioning

confidence: 99%

Two worlds collide? The role of Chinese traditions and Western influences in Chinese preservice teachers’ perceptions of appropriate technology use

Dong

¹

,

Mertala

²

2020

Brit J Educational Tech

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This study reports Chinese preservice teachers’ perceptions of appropriate technology use in early childhood education (ECE). China provides an interesting but understudied research context as research into technology use in the early years is western‐centric and the contemporary Chinese ECE is characterized as a hybrid combining traditional Chinese values and Western influences which differ from each other in a rather fundamental manner. Interpretive analysis of qualitative interviews with eight purposefully selected preservice teachers revealed three intertwining determinants as appropriate technology use: objective, time and context. Both, Chinese cultural traditions and Western educational ideas were evident in shaping the participants’ perceptions of appropriate technology use, with the former being the major influence in restraining the preservice teachers’ vision and understanding of technology integration. Implications for teacher education, educational policies and future research are discussed.

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“…Students' views are shaped within an institution, like the Greek educational system where: (a) the main use of ICT is in the allday primary school and (b) it is quite difficult to integrate, despite the curriculum, into the other curriculum subjects [50,59]. Also, the in-service training of teachers who will apply ICT in the field is limited [30,81,91] (Gialamas and Nikolopoulou) and it is based on the teacher's initiative. Primary teachers' training is either incomplete or there is no basic education for future teachers on how to integrate new digital tools into the learning process.…”

Section: Discussionmentioning

confidence: 99%

“…According to Giddens [33], the new way of approaching knowledge overturns conventional mechanisms of knowledge ownership. While factors that play an important role are the quality of education (equality of opportunity and accessibility), logistics (computer ratio, multimedia, Internet connection), curriculum (ICT skills acquisition and internet use) [63], teacher-related variables (time, education and training, accessibility to new technologies, adequacy and resistance to change) [4,30,57,91] and the characteristics of the student (gender, social and economic class of the family) [67].…”

Section: Ict and Educationmentioning

confidence: 99%

Sociological Approaches to ICT Integration in Primary School Through Students’ Views

Giavrimis

¹

2020

SN COMPUT. SCI.

1

0

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Rapid technological and scientific developments, especially in the field of information and communication technology (ICT), are creating new conditions in education and imposing a change on the role of the traditional school in responding to the new human needs and challenges of modern society. The purpose of teaching new technologies in elementary school is to familiarize students with the basic functions of the computer, to develop broader skills in critical thinking, ethics, social behavior, and to be able to activate and create at individual and group level. The purpose of this study was to focus on students' views as social actors toward ICT, using the conflict theoretical approaches as a reference framework. The sample consisted of 161 students attending the fifth grade of Primary Schools of Lesvos (Greece). The results of the research have shown important findings, which are discussed in the theoretical context of the "integration" of ICT into the educational reality, as well as their sociological implications.

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“…The strong emphasis on Chinese traditions supports Bullock's (2011) argument that preservice teachers socialize into the pedagogical culture they were raised in. This notion does not only challenge the high expectations put on the disruptive power of technology integration (Selwyn, 2015) but also confronts the presumption that being born into technology-saturated world would automatically lead to favorable and pedagogically appropriate dispositions towards technology use in institutional education (see, Szeto et al ., 2016;Zaranis, Oikonomidis, & Linardakis, 2016).…”

Section: The Role Of Chinese Cultural Traditions and Western Educational Ideasmentioning

confidence: 99%

Two worlds collide? The role of Chinese traditions and Western influences in Chinese preservice teachers’ perceptions of appropriate technology use

Dong¹,

Mertala²

2020

Preprint

0

View full text Add to dashboard Cite

This study reports Chinese preservice teachers’ perceptions of appropriate technology use in early childhood education (ECE). China provides an interesting but understudied research context as research into technology use in the early years is western‐centric and the contemporary Chinese ECE is characterized as a hybrid combining traditional Chinese values and Western influences which differ from each other in a rather fundamental manner. Interpretive analysis of qualitative interviews with eight purposefully selected preservice teachers revealed three intertwining determinants as appropriate technology use: objective, time and context. Both, Chinese cultural traditions and Western educational ideas were evident in shaping the participants’ perceptions of appropriate technology use, with the former being the major influence in restraining the preservice teachers’ vision and understanding of technology integration. Implications for teacher education, educational policies and future research are discussed.

show abstract

Factors Affecting Greek Kindergarten Teachers to Support or Oppose ICT in Education

Cited by 11 publications

References 28 publications

Two worlds collide? The role of Chinese traditions and Western influences in Chinese preservice teachers’ perceptions of appropriate technology use

Two worlds collide? The role of Chinese traditions and Western influences in Chinese preservice teachers’ perceptions of appropriate technology use

Sociological Approaches to ICT Integration in Primary School Through Students’ Views

Two worlds collide? The role of Chinese traditions and Western influences in Chinese preservice teachers’ perceptions of appropriate technology use

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