Preschool teachers’ perceptions and pedagogical practices: young children’s use of ICT

Dong, Chuanmei

doi:10.1080/03004430.2016.1226293

Cited by 45 publications

(33 citation statements)

References 18 publications

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“…Fan's following comment further offers evidence that, for the sake of teachers' benefits (convenience and simplicity), young children were naturally 'constructed' as passive observers in ICT mediated teaching activities. This result is in line with earlier studies, in which young children were not encouraged to explore ICT resources and their active roles in constructing their own knowledge through using ICT was not recognised (Dong 2016a).…”

Section: Ict Affords Assistancesupporting

confidence: 91%

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

Dong

Mertala

2019

Early Years

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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.

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Section: Ict Affords Assistancesupporting

confidence: 91%

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

Dong

Mertala

2019

Early Years

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“…Educators also express that children's peer interaction disturbs the learning potential of ICT use and that their task is to protect the computerusing child from unnecessary interruption (Ljung-Djärf, Åberg-Bengtsson, & Ottosson, 2005). The reasoning behind this logic seems to be that child-computer interaction and interactive software itself are believed to be educational (see Plowman & McPacke, 2013), which appears to lead to practices where the educator's role is understood to act as a reactive supervisor whose main tasks are monitoring turn-taking, resolving conflicts, and helping children with technical difficulties (Plowman & Stephen, 2005; see also Dong, 2016;Vangsnes & Økland, 2013).…”

Section: Early Childhood Educators' General and Ict-related Pedagogicmentioning

confidence: 99%

“…None of these phenomena are limited only to Finland. While doubts and concerns are still expressed (e.g., Dong, 2016;Hernwall, 2016;Palaiologou, 2016), 2 it has become evident that the vast majority of teachers in early childhood education feel positive about using ICT with children (e.g., Aubrey & Dahl 2014;Gialamas & Nikolopoulou, 2010;Jimoyiannis & Komis, 2007).…”

Section: Introductionmentioning

confidence: 99%

“…A review of studies performed in the context of early childhood education support the aforementioned critique, as with them ICT-associated beliefs are not explored in relation to educators' 3 more general beliefs (e.g., Blackwell, Lauricella, & Wartella, 2014;Ihmedieh, 2009;Jimoyiannis & Komis, 2007;Nikolopoulou & Gialamas, 2015). Furthermore, early childhood educators' beliefs in the context of ICT integration have so far been examined mainly through surveys (e.g., Aldhafeeri, Palaiologou, & Folorunsho, 2016;Dong, 2016;Gialamas & Nikolopoulou, 2010;Jimoyiannis & Komis, 2007; or short-duration (max. 15 minutes) interviews (Aubrey & Dahl, 2014;Ihmedieh, 2009, and the need for more comprehensive approaches has been acknowledged (Blackwell et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…This paper follows the Finnish discourse, where the term "early childhood education" is used as an umbrella category for all the institutional education that happens prior to primary school, while "preschool" is used when addressing the final year before children start primary school. In Finland, children attend preschool in the year they turn 6.2 It is feared that ICT use will replace play and face-to-face interaction, and hinder children's social skills, physical activity, cognitive development, and imagination (seeDong, 2016;Hernwall, 2016;Palaiologou, 2016). Furthermore, while educational technology is represented as an "essentially positive project"(Selwyn, 2011), it needs to remembered that ICT and social media can also be usedand are usedfor bullying and harassment(Guitton, 2014).…”

mentioning

confidence: 99%

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Wag the dog – The nature and foundations of preschool educators' positive ICT pedagogical beliefs

Mertala

2017

Computers in Human Behavior

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It has become evident that the vast majority of early childhood educators feel positive about using ICT with children. However, as they are found to have had no or only a little training or practical experience of pedagogical use of ICT, it is important to explore where the positive attitude comes from, and what pedagogical benefits early childhood educators believe ICT use brings about. This study focuses on the relationships of educators' general and ICT-related pedagogical beliefs, and the foundations of educators' positive ICT pedagogical beliefs. In their general pedagogical beliefs, the educators emphasized the learning of socio-emotional skills, and reported that they carry out practices where children have an active role in their learning. In their ICT pedagogical beliefs, the educators emphasized the learning of academic skills, and the methods they described were usually individual exercises which were either carried out using ICT or by following educators' ICT-supported instructions. Positive ICT pedagogical beliefs were, to a large extent, based on perceptions of what different devices and software promise in terms of children's learning. Outside influences, i.e., the model observed from primary school, also played a significant role in the construction of the educators' ICT pedagogical beliefs. KEYWORDS preschool; ICT, teacher beliefs; early childhood education; technology; learning HIGHLIGHTS Explores preschool educators' general and ICT-related pedagogical beliefs Preschool educators' general and ICT-related pedagogical beliefs are incoherent Preschool educators have uncritical beliefs about the benefits of educational technology Primary education's ICT culture affects preschool educators' positive ICT pedagogical beliefs

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Development of Augmented Reality Book for Preschool Education

Desai

Bhosale

Kolekar

2023

Lecture Notes in Networks and Systems

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Preschool teachers’ perceptions and pedagogical practices: young children’s use of ICT

Cited by 45 publications

References 18 publications

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

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

Wag the dog – The nature and foundations of preschool educators' positive ICT pedagogical beliefs

Development of Augmented Reality Book for Preschool Education

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