Teachers’ use of PowerPoint in kindergarten: An empirical investigation in China

Liu, Xia; Xu, Yunrong; Pange, Jenny

doi:10.1007/s10639-014-9330-z

Cited by 8 publications

(5 citation statements)

References 36 publications

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“…There have been some studies related to kindergarten teacher's perceptions and practices of ICT implementation undertaken in China in the past decade (Dong, 2014;Guo et al, 2006;Liu et al, 2016), but they generally focused on how teachers use ICT to enhance teaching and facilitate children's learning. It seems that no Chinese research has investigated how teachers perceive the importance of children's ICT skills and how they support children's learning of these skills.…”

Section: Ece In Chinamentioning

confidence: 99%

“…In terms of using ICT for general pedagogical purposes, although kindergarten teachers were generally found to hold neutral to positive attitudes toward ICT, their practices around its use varied from study to study. For example, in a survey study in Qingdao City (Liu et al, 2016), 62 kindergarten teachers' use of PowerPoint was investigated, and the results showed that participants frequently used PowerPoint in teaching activities. Most teachers had positive attitudes toward PowerPoint, believing it can attract children's attention and facilitate teacherchild interactions.…”

Section: Ece In Chinamentioning

confidence: 99%

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What Do Teachers Say about Young Children’s ICT Skills? An Investigation of Three Kindergartens in China

Yang¹,

Gunn²

2022

AJTE

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Information and communication technology (ICT) has become a ubiquitous component of many people’s daily lives. While some kindergartens have begun to pay attention to young children’s ICT skills, little is known about how teachers perceive this shift and in what ways they are emphasising these skills in kindergartens. Such research is particularly uncommon in China. This study explored how teachers perceive the significance of children’s ICT skills and how they taught these skills in kindergartens in China. By interviewing fifteen teachers in three kindergartens in Nanjing, this study found that participants generally considered ICT skills to be an important capability for children although they had various interpretations of their definition. Additionally, it was found that participants had different perceptions of how children could learn ICT skills in kindergartens. The analysis suggested that a clearer and shared definition of ICT skills should be provided by policymakers.

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Section: Ece In Chinamentioning

confidence: 99%

Section: Ece In Chinamentioning

confidence: 99%

What Do Teachers Say about Young Children’s ICT Skills? An Investigation of Three Kindergartens in China

Yang¹,

Gunn²

2022

AJTE

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“…It was found in the literature that content developed in the context of the reported educational experiences was created from two perspectives: global curricula based on standard guidelines and structured by discipline, and flexible curricula Ham;Cha, 2009;Dani;Koenig, 2008;Deaney, 2006;Hennessy, 2002;Sharija;Watters, 2012;Taylor;Duran, 2006;Karmeshu et al, 2013;Liu et al, 2016;Ursavas, 2015;Vanderlinde;Johan, 2011Nyagowa, 2014Warriem et al, 2014;Koh et al, 2013;Raju et al, 2016;Lin, 2011;Webb, 2006;Kabicher et al, 2009 Source: Prepared by the author (2017). based on core educational experiences and supported by mobile learning, digital content, the promotion of authentic learning and project-based assignments, among others.…”

Section: What To Teach?mentioning

confidence: 99%

“…Studies based on the TPACK model and on the theory of diffusion was born(CARNEIRO, 2006). Additionally, there are references on problem-based learning(ARATI et al, 2011;VIRKUS, 2008), Digital Game Based Learning (DGBL)(COUCEIRO et al, 2013;EMIN-MARTINEZ;NEY, 2013;LOCKLEY;BOYLE, 2014;MANESSIS, 2013;) and object-based education(RAJU et al, 2016).…”

mentioning

confidence: 99%

Models for the pedagogical integration of information and communication technologies: a literature review

Sosa

Manzuoli

2019

Ensaio: aval.pol.públ.Educ.

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Education was, is and will continue to be a field full of questions: Why to teach? What to teach? How to teach? What, how and when to evaluate? Moreover, while the same questions persist, answers to them do not. They are dynamic, and they are transformed according to the demands of the family, the company and government policies. To address these considerations, this article aims to present the results of research into the literature of the last two decades on the elements that characterize a pedagogical model and that have been taken into account in explorations with regard to the educational integration of information and communication technologies and to identify gaps for future research. The results show that only 11% of the literature reviewed addresses the four questions listed above and concludes on the need to deepen the factors that affect the success of the changes that are introduced in the school, which seek to generate processes of educational transformation, from a holistic perspective.

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“…PowerPoint is a common and well-received tool for teaching, even in some less-developed countries and is the staple for all forms of education, ranging from kindergarten all the way up to tertiary education [1,20,12]. Not withstanding the fact that there are various forms of emerging and effective education technologies in developed countries, PowerPoint is the most familiar and popular educational technology for teachers throughout the world, including kindergarten teachers [22]. Surveys carried out by authors cited students have shown that 93% of undergraduate students attends a class where PowerPoint is used as the delivery medium.…”

Section: Introductionmentioning

confidence: 99%

Otomind: A Text Mining Approach to Automatic Concept Mapping

Kasinathan¹

2022

MSEA

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Despite the linear use of PowerPoint presentation slides in classroom and lecture halls, the brain works primarily with key concepts that it links and integrates. This is a big contrast from the typical student behaviour of reading or memorizing the slides.This paper presents a new system that automatically generate a mind map based on a set of keywords and keyphrases extracted from PowerPoint presentation slides. The system takes a text mining approach and relies on a keyphrase extraction algorithm to extract the keywords and keyphrases. Survey results reflect a rising need of such application as part of educational technologies and the potential benefits are observed and discussed.

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Teachers’ use of PowerPoint in kindergarten: An empirical investigation in China

Cited by 8 publications

References 36 publications

What Do Teachers Say about Young Children’s ICT Skills? An Investigation of Three Kindergartens in China

What Do Teachers Say about Young Children’s ICT Skills? An Investigation of Three Kindergartens in China

Models for the pedagogical integration of information and communication technologies: a literature review

Otomind: A Text Mining Approach to Automatic Concept Mapping

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