In-service Preschool Teachers’ Thoughts about Technology and Technology Use in Early Educational Settings

Kara, Nuri; Çağıltay, Kürşat

doi:10.30935/cedtech/6191

Cited by 35 publications

(34 citation statements)

References 15 publications

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“…In addition, the "most/experienced" teachers specified different ways to prepare such as using natural materials, obtaining materials from charities, from other schools, or from other teachers and taking advantage of the available technologies. Likewise, Kara and Çağıltay (2017) emphasized the importance of technology for teachers using different materials, and in facilitating teachers' jobs.…”

Section: Discussionmentioning

confidence: 99%

Okul Öncesi Öğretmenliği Bağlamında Materyal Geliştirme

Dereobali

Seyhan

2020

Kuramsal Eğitimbilim

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In Turkey, preschool education teachers take courses on material development during their university education, and as such are expected to prepare materials to meet children's interest and needs and enrich their learning environment. This study aims to reveal preschool education teachers' views on material development courses and the effects of these courses on preschool education teachers' professional lives. The participants in this qualitative study were 19 serving preschool teachers, who had taught in an MEB-affiliated kindergarten. In this study, an interview form was created by the researchers as the data-gathering tool. The interviews were conducted with teachers. After data gathering process, the content analysis was applied to the collected data. According to the results of the study, which is aimed to reveal preschool education teachers' views on material development courses and the effects of these courses on their professional lives, the preschool teachers recognized the importance of material development in preschool education and considered material development courses as significant within the teacher education program. In this context, teacher education programs should include material development courses. The study also reveals how material development reflects on the preschool teaching profession.

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Section: Discussionmentioning

confidence: 99%

Okul Öncesi Öğretmenliği Bağlamında Materyal Geliştirme

Dereobali

Seyhan

2020

Kuramsal Eğitimbilim

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“…This involvement is mainly attributed to the attractive and playful form of digital environments, which can enhance toddlers' self-esteem and confidence (Gray et al, 2017;Liu et al, 2014). In some cases, preschool teachers distinguish more satisfactory learning outcomes because ICT takes into account the individual learning differences of children and support toddlers with learning difficulties; this is something that other researchers have supported (Calder, 2015;Kara & Cagiltay, 2017;Outhwaite et al, 2017;Papadakis et al, 2018;Zaranis & Valla, 2019).…”

Section: Internalmentioning

confidence: 99%

“…They also admitted that they prefer experiential teaching methods. This exhibits the need to create training programs regarding the benefits of ICT to shift their beliefs while strengthening their motivations for integrating ICT in the teaching and learning of mathematics (Fox et al, 2016;Kara & Cagiltay, 2017).…”

Section: Implications and Limitationsmentioning

confidence: 99%

Teaching Mathematics in Early Childhood Education with ICT: The Views of Two Contrasting Teachers’ Groups

Eleftheriadi

Lavidas

Komis

2021

Journal of Digital Educational Technology

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The aim of this study is to compare the views of preschool teachers using ICT to those who do not, on the basis of the benefits and the barriers that ICT bring in teaching and learning mathematics. Twenty preschool teachers took part in this study: nine who do not use ICT and eleven, who do use them for teaching mathematics. Data were collected with semi-structured interviews and analyzed using the thematic content analysis method. Results indicate that preschool teachers, who use ICT in teaching mathematics, teach mathematical concepts such as spatio-temporal, orientation, classification, matching, serializations, quantities, mathematical operations, patterns, comparisons, volume, shapes, and size. Moreover, despite the benefits of ICT observed by teachers of both groups, but mainly from the one using ICT, the overall use of ICT in the teaching of mathematics is obsoleted. The main barriers of ICT integration, according to preschool teachers are the lack of training on its integration and the preschool teachers' role during the teaching of mathematics. Implications for in-service teacher training and educational policy are discussed.

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“…However, it is also important to analyze any possible disadvantages of implementing ICTs in EFL education. Kara and Cagiltay (2017) warn that the whole teaching and learning process gets seriously compromised when teachers are not well-trained to use ICTs in their teaching processes, which is defined by Xu & Chen (2016) as technology illiteracy that ends up affecting their teaching efficacy. De Paepe et al (2018) adds that students are also affected by this problem, especially those that come from low-income groups who, given their living conditions, are highly unlikely to have access to ICTs (Greenhow et al, 2009).…”

Section: Icts In Efl Teachingmentioning

confidence: 99%

The Integration of ICTs in EFL Teaching in Ecuadorian High Schools: One Country, Two Realities

Medina

2021

JELTAL

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This research study starts from the premise that the integration of Information and Communications Technologies (ICTs) in education is the key to the ultimate improvement of EFL teaching. Therefore, the purpose of this study is to determine whether the complete integration of ICTs in EFL education in Ecuadorian high schools can materialize or not by examining the diverse realities and perceptions of English teachers and students from public and private high schools. Using the quantitative methodology, this study analyzed the data obtained by administering surveys regarding the use of ICTs to 24 English teachers whose ages ranged between 26 to 50 years old and had teaching experiences that went from 2 to 25 years along with 2520 students whose ages ranged between 11 to 17 years old, equally spread among six public and six private Ecuadorian high schools in three different cities: Quito, Guayaquil, and Machala. The findings show that private high schools are better equipped technologically speaking with full access to ICTs, their staff is mostly ready to work with them and their student population has also complete access to ICTs at home at school and show a positive attitude towards such integration, whereas public high schools are poorly-equipped regarding technology, their teaching staff is under-qualified to work with said technologies in the class and their student population has little or no access to them at home, which makes them have a negative attitude towards the said process. This leads to the conclusion that the successful integration of ICTs in EFL teaching is only feasible in private Ecuadorian high schools due to their advantageous position when compared to their public peers.

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In-service Preschool Teachers’ Thoughts about Technology and Technology Use in Early Educational Settings

Cited by 35 publications

References 15 publications

Okul Öncesi Öğretmenliği Bağlamında Materyal Geliştirme

Okul Öncesi Öğretmenliği Bağlamında Materyal Geliştirme

Teaching Mathematics in Early Childhood Education with ICT: The Views of Two Contrasting Teachers’ Groups

The Integration of ICTs in EFL Teaching in Ecuadorian High Schools: One Country, Two Realities

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