Understanding kindergarten teachers’ perceptions of the use of touchscreen technologies: An exploratory study in mainland China

Abstract

Touchscreen technologies have become an important part of many young children’s lives. While kindergarten teachers’ perceptions of the use of touchscreen devices have been investigated across many countries, empirical research on the topic remains scant in mainland China. In an exploratory study, the lead researcher interviewed six teachers from an exemplary kindergarten in Nanjing and analyzed relevant documents to further explore the teachers’ beliefs around children’s use of touchscreen technologies. The Technological Pedagogical and Content Knowledge (TPACK) model was used to understand the rationale behind teachers’ perceptions and self-reported practices. Findings showed that participants generally perceived touchscreen devices as useful tools for catering to children’s interests, believing they could provide active learning experiences. Teachers made decisions about children’s use of touchscreen technologies based on their understandings of learning, pedagogy, subject content, and the affordances of these technologies. Implications for future research on kindergarten teachers’ use of touchscreen technologies are also presented.

Using Technology for Learning in Early Childhood Education : A Review of Asian Countries

“…Following the analysis of 11 studies, 8 showed various abilities that can be improved by integrating technology into the learning process. Yang & Gunn (2020) and Alkhawaldeh et al (2017) found that technology helps children learn numeracy. It also facilitates their ability to find and solve problems, which is a skill required in the future (Chen et al, 2018;Weng & Li, 2020).…”

“…Another finding from this review was the supporting and inhibiting factors that affect the application of technology in early childhood education. The emergent supports were teachers' 1) awareness of the benefits in the classroom (Alkhawaldeh et al, 2017;Ihmeideh & Alkhawaldeh, 2017;Kara & Cagiltay, 2020;Kaynar et al, 2020;Weng & Li, 2020;Yang & Gunn, 2020), and 2) self-efficacy (Jeong & Kim, 2017).…”

“…This corresponds with the study by Slutsky et al (2019) that teachers consider technology helpful for children to learn about the world around them and various other subjects. Another study showed that its application in learning provides an active experience and variety for children (Yang & Gunn, 2020). Also, teachers believe that it helps children improve their academic skills (Ihmeideh & Alkhawaldeh, 2017;Kaynar et al, 2020).…”