Ready, steady … pause: integrating ICT into Shanghai preschools

Title
Ready, steady … pause: integrating ICT into Shanghai preschools
Publication Date
2016
Author(s)
Dong, Chuanmei
( author )
OrcID: https://orcid.org/0000-0003-2070-2635
Email: cdong2@une.edu.au
UNE Id une-id:cdong2
Newman, Linda
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
Routledge
Place of publication
United Kingdom
DOI
10.1080/09669760.2016.1144048
UNE publication id
une:23583
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.
Link
Citation
International Journal of Early Years Education, 24(2), p. 224-237
ISSN
1469-8463
0966-9760
Start page
224
End page
237

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