It is a tool, but not a ‘must’: early childhood preservice teachers’ perceptions of ICT and its affordances

Abstract

With the ever-diversifying digital landscape of the 21st century, terms such as 'information and communication technologies' (ICT), 'digital media' and 'technologies' are often used to refer to a broad set of digital devices and applications. However, the use of these umbrellaconcepts in educational contexts has caused issues when used in conjunction with concepts such as affordances and integration. In this paper, eight Chinese preservice early childhood teachers' perceptions of ICT and its affordances are explored through online interviews. The participants conceptualised 'ICT' as screen-based technologies such as interactive whiteboards and computers. These technologies were perceived to afford efficiency and assistance, particularly for teacher-centred practice, but to constrain children's tactile and direct hands-on experience. The results highlight the importance of sociocultural contexts (e.g. practicum places and educational traditions) in shaping preservice teachers' perceptions of technology and technology use. Implications for future technology integration research and teacher education are discussed.

Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes

“…This finding suggests that the young Chinese children could not be regarded as self-regulated learners, who should be “metacognitively, motivational and behaviourally actively participants in their learning” ( Zimmerman, 1990, p. 4 ). This finding, however, contradicts with the existing ones that young children were strongly interested in media and technology ( Sharkins et al, 2016 ) and that Chinese children were curious and excited about digital programs ( Dong, 2016 , Dong and Mertala, 2019 , Jiang and Monk, 2015 ). This discrepancy might be caused by the difference in the quality of digital and online learning, as one parent said that “ the content of online learning is not very attractive to children” (parent 3).…”

“…They felt unable to educate young children as their conventional role was not the teacher of a child, and they were not trained to do so. Chinese parents and grandparents were often blamed by teachers for spoiling their children ( Tobin, Hsueh, & Karasawa, 2009 ) and allowing too much screen time ( Dong and Mertala, 2019 , Dong and Mertala, 2020 ). Therefore, they tended to feel unconfident to teach their children at home and believed that their “ children listen more to their teachers and have a better learning atmosphere at school” (parent 13).…”

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

“…Lastly, what teachers understand by technology shapes their perceptions of appropriate technology use. Research implies, that teachers tend to conceptualize technology as screen-based technologies, such as tablets, computers and mobile phones (Dong & Mertala, 2019) and this conceptualization affects the affordances and restrictions teachers perceive from technologies: On the one hand, the use of screen-based technologies is considered to capture children's attention better than traditional methods (Mertala, 2019). On the other hand, screen-based technologies are simultaneously thought to restrict direct hands-on learning experiences (Dong & Mertala, 2019) and even open-ended applications such as Minecraft are seen inferior to traditional methods like crafts and drawing (Palaiologou, 2016).…”

Preparing Preservice Teachers for Technology and Digital Media Integration: Implications for Early Childhood Teacher Education Programs

“…Research indicates that these tools can promote children's development and learning when used effectively and appropriately in early childhood settings (Ihmeideh 2014;Ihmeideh and Al-Khawaldeh 2017;Palaiologou 2016). Given the importance of providing children with multiple opportunities to learn through technology, it is essential that teacher education programs provide preservice teachers with the knowledge and skills for effective use of technology and digital media in classrooms (Dong and Mertala 2019).…”