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Title: Ready, steady … pause: integrating ICT into Shanghai preschools
Contributor(s): Dong, Chuanmei  (author)orcid ; Newman, Linda (author)
Publication Date: 2016
DOI: 10.1080/09669760.2016.1144048
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Abstract: Western research over the last decade has shown that early childhood (EC) teachers' perspectives on the role of Information and Communication Technologies (ICT) in the early years strongly shape young children's experiences in educational settings and affect the integration of ICT into the classroom. The research in China is scant however. This article reports a study of Chinese EC teachers' views on the use of ICT in preschools. Data consist of illustrative original quotations generated from interviews with four teachers, as part of a larger study. This study shows that Chinese preschool teachers had an emerging understanding about social and technological impacts on the use of ICT in early childhood education (ECE), but they recognised the value of ICT for young children and themselves in a limited way. This restrained young children's active and meaningful use of ICT for early learning and development. We argue that there is a need to develop explicit ICT polices and curriculum guidelines for the ECE system that emphasise young children's active and creative use of ICT for early learning and development, and better support teacher learning.
Publication Type: Journal Article
Source of Publication: International Journal of Early Years Education, 24(2), p. 224-237
Publisher: Routledge
Place of Publication: United Kingdom
ISSN: 1469-8463
Field of Research (FOR): 130102 Early Childhood Education (excl. Maori)
Socio-Economic Outcome Codes: 930201 Pedagogy
930502 Management of Education and Training Systems
930203 Teaching and Instruction Technologies
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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