Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/23398
Title: Preschool teachers' perceptions and pedagogical practices: young children's use of ICT
Contributor(s): Dong, Chuanmei  (author)orcid 
Publication Date: 2018
DOI: 10.1080/03004430.2016.1226293
Handle Link: https://hdl.handle.net/1959.11/23398
Field of Research (FoR) 2008: 130102 Early Childhood Education (excl. Maori)
Field of Research (FoR) 2020: 390302 Early childhood education
Socio-Economic Objective (SEO) 2008: 930201 Pedagogy
9304 School/Institution
930203 Teaching and Instruction Technologies
Socio-Economic Objective (SEO) 2020: 160302 Pedagogy
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160304 Teaching and instruction technologies
Abstract: ICT has been widely introduced to early childhood programs for young children to learn and play, but the meaningful integration of ICT into early learning and development is not strongly evident. While studies reveal that teachers are the key to the effective use of ICT in the classroom, there is to date limited research investigating how early childhood teachers perceive and support young childrens use of ICT. This paper reports on a survey study examining Chinese preschool teachers perspectives and pedagogical practices. Although there was a level of correspondence between the teachers perceptions and pedagogical practices, the teachers high positive perceptions of ICT benefits conflicted with their low frequencies of using pedagogies to facilitate the childrens ICT use. The results point to the importance of providing effective professional learning and development programs so teachers can employ a wider range of pedagogical strategies to support the childrens use of ICT.
Publication Type: Journal Article
Source of Publication: Early Child Development and Care, 188(6), p. 635-650
Publisher: Routledge
Place of Publication: United Kingdom
ISSN: 1476-8275
0300-4430
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Appears in Collections:Journal Article
School of Education

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