The Obstacles to ICT Implementation in the Kindergarten Environment: Kindergarten Teachers’ Beliefs

Magen-Nagar, Noga; Firstater, Esther

doi:10.1080/02568543.2019.1577769

Cited by 40 publications

(26 citation statements)

References 15 publications

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“…Moreover, the appropriateness of materials, tools, or media obtained from the course also becomes a consideration to use them or not. In line with the result, Magen-Nagar & Firstater (2019) suggested that conformity between what is learnt in a training and what is needed lead teachers to use the knowledge in the classroom. Besides that, the technology adopted should in accordance with the need of students and teachers (Lam, 2000) and the digital competence of students and teachers.…”

Section: Discussionmentioning

confidence: 63%

“…Previous research also revealed that access to technology and resources influences the use of technology and impacts the success of classroom practice (Sadaf & Johnson, 2017;Garling, 2016;Choy et al, 2009;Wright & Wilson, 2006). Meanwhile, it was found that the lack of financing, facilities, infrastructure, and digital content is one of the reasons for the lack of technology integration in teaching (Aşik et al, 2019;Magen-Nagar & Firstater, 2019;O'Neal, Gibson & Cotten, 2017;Liu et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

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Am I a Technophile? the Narrative Study of Teachers’ Belief about Digital Literacy

2019

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The aim of the study is to explore teacher’s belief and practice about the use of digital literacy in the EFL classroom. The framework of Borg (2006) about teacher beliefs is used as a theoretical framework for collecting and analyzing data. This study explores how teacher beliefs affect the use digital literacy. The participants of the study were two senior high school teachers in Indonesia. Researchers conducted interviews, classroom observation, and document analysis such as lesson plans, syllabi, and student assignments. The results of the study showed that it was fully crucial to provide a professional development course which was ready-to-use and met the student’s and teacher’s need because in-service teachers have lack of knowledge and experience about digital literacy from their formal learning context. The support of school communities in term of regulation, discussion, sharing experience, and technical aid. Moreover, promoting technology-rich environment also facilitate the use of digital literacy in the classroom in which the technology adopted should be in accordance with digital competence and the needs of students and teachers.

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Section: Discussionmentioning

confidence: 63%

Section: Discussionmentioning

confidence: 99%

Am I a Technophile? the Narrative Study of Teachers’ Belief about Digital Literacy

2019

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“…Likewise, these studies emphasize the active and creative use of technologies [68] to improve the digital competence of future teachers [26]. These results offer suggestions to overcome, at different levels, the obstacles identified by Magen-Nagar and Firstater [27] in the implementation of ICT in this educational stage: (1) recognition and integration of the pedagogical value of ICT in the educational philosophy of trainee teachers; (2) use of ICT as a resource for the development and implementation of alternative teaching strategies (project-based learning); and (3) use of digital technological resources for the promotion of social and citizen learning in education, for sustainable development.…”

Section: Discussionmentioning

confidence: 64%

“…There are numerous studies that show the advantages of integrating ICT for learning social, artistic-creative, and technological skills in early childhood education [21,22], as well as in training and teachers' professional development of this educational level [23][24][25][26][27][28]. Despite the known educational value of the WQ and its usefulness in the operational and effective integration of ICT in education, this strategy, located in certain teaching-learning models, such as the TPACK (Technological Pedagogical Content Knowledge) model, continues to generate interest in higher education, and in the development and acquisition of the digital competence of the future teachers [29], in particular, in the training for the disciplinary field of social sciences (geography and history) [18,30].…”

Section: Introductionmentioning

confidence: 99%

Project-Based Learning through Information and Communications Technology and the Curricular Inclusion of Social Problems Relevant to the Initial Training of Infant School Teachers

Sánchez

Eguizábal

2019

Sustainability

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Project-based learning (PBL) is considered to be one of the most highly valued methods in the development and acquisition of competencies at all educational levels. From an interdisciplinary and collaborative focus, pupils acquire knowledge and skills through investigative tasks, with a view to responding to a problem or challenge, in the form of a final product. The methodological implementation of PBL in specific teacher-training contexts is especially useful for curricular inclusion and the didactic treatment of relevant contemporary social problems and socially alive questions. In this investigation, the assessment of the perceived learning of a group of infant-education teacher trainees (n = 59), following a teacher-training program on social problems, is analyzed. The program is designed on the basis of the principal methodologies of PBL and the operational integration of information and communications technology (ICT) (WebQuests). The study begins with the pre-experimental quantitative designs of a cross-cutting prospective nature with a control group. The results provide information on the special didactic potential of active methodologies, including PBL, for the creative development of thought processes and the acquisition of social competencies and good citizenship in relation to social problems on interdisciplinary curricular projects for infant education. Likewise, it is evident that PBL methodology through ICT facilitates the acquisition of technological competencies, linked to the development of social and communicative competencies, as well as cooperative–collaborative work.

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“…Between the publication of these two reports in 2016 and 2019, Internet access has improved to include most children, and not only the staff. Preschool staff have expressed the wish to have more time to develop their digital competence (SNAE 2016(SNAE , 2019, and preschool teachers' different perspectives on the issue are sometimes interpreted as the result of a lack of digital competence, which can be solved through in-service and pre-service training (Dong 2018;Magen-Nagar and Firstater 2019). In spite of the strong emphasis on digital competence as "a matter of democracy" in policy documents, the democratic aspects of digital media in preschool are rarely discussed in research or-apparently-in practice.…”

Section: Introductionmentioning

confidence: 99%

“Everybody has to get a Chance to Learn”: Democratic Aspects of Digitalisation in Preschool

Enochsson

Ribaeus

2020

Early Childhood Educ J

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The aim of this article is to examine the ways in which curriculum goals on digitalisation are viewed in relation to the overarching democratic mission of Swedish preschools. Groups of preschool staff from three preschools located in different areas were interviewed with the focus on how they discuss democracy and the democratic aspects of digital tools and children’s digital competence, which are concepts used in the curriculum. Collective mind maps – constructed by the participants – were used as focal points in the interviews. The analysis centres on the content of these discussions, but also touches on the ways in which the groups communicated. The findings show that the groups from the three preschools expressed very different views on using digital tools and developing preschoolers’ digital competence, and that these views corresponded with their general views on democracy. The ways in which the groups expressed their views of democracy are also reflected in their discussions with each other. Preschool teachers’ and childcare workers’ own lack of digital competence is mentioned briefly as a reason for not using digital devices by the group using them the least, but this does not seem to be the main reason for their infrequent use of digital media with the children.

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The Obstacles to ICT Implementation in the Kindergarten Environment: Kindergarten Teachers’ Beliefs

Cited by 40 publications

References 15 publications

Am I a Technophile? the Narrative Study of Teachers’ Belief about Digital Literacy

Am I a Technophile? the Narrative Study of Teachers’ Belief about Digital Literacy

Project-Based Learning through Information and Communications Technology and the Curricular Inclusion of Social Problems Relevant to the Initial Training of Infant School Teachers

“Everybody has to get a Chance to Learn”: Democratic Aspects of Digitalisation in Preschool

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