PRE-SCHOOL TEACHERS’ ATTITUDES TOWARDS IMPACT OF ICT ON STUDENTS
DOI:
https://doi.org/10.17770/sie2022vol1.6880Keywords:
computer games, focus group, ICT, pre-school education, self-learningAbstract
The application of ICT in today’s context of constant change and sustainable development of mankind is a necessity, expressed in the importance, timeliness and meaning of its integrity in the educational process for children. The latter acquire the knowledge needed for the use of ICT more deeply than adults and can easily apply it to various activities. Computer literacy is one of key aspects of societal development, ensuring the need for ICT skills for the present and future. In the face of the Covid-19 pandemic and the challenges of distance learning and teaching, the researches into the interaction of children with ICT, and especially the importance of computer games for the development and education of children, is becoming of paramount importance.
The study aims to reveal the attitudes of pre-school teachers towards impact of ICT and computer games on students. The results of the research, based on the assumption, represent the attitudes of teachers on the application of ICT tools in pre-school education. A qualitative approach was applied to the study – focus groups with 48 pre-school teachers. The results of the research reveal that the ICT and computer games has significant impact on preschool children in the self-learning process, by changing their knowledge, skills, behaviour and attitudes.
Downloads
References
Aldhafeeri, F.M., Palaiologou, I., & Folorunsho A. (2016). Integration of digital technologies into play-based pedagogy in Kuwaiti early childhood education: teachers’ views, attitudes and aptitudes. International Journal of Early Years Education, 24(3), 1-19.
Anderson, C.A., Gentile, D.A., & Buckley, K.E. (2007). Violent Video Game Effects on Children and Adolescents. New York: Oxford University Press.
Anderson, G.T. (2000). Computers in a developmentally appropriate curriculum. Young Children, 55(2), 90–93.
Ang, C. S., & Zaphiris, P. (2007). Computer games and language learning. In T. Kid & H. Song (Eds.), Handbook of research on instructional systems & technology (p. 449-462). Hershey, PA: IGI Global
Attewell, P., Garcia, S.B., & Battle, J. (2003). Computers and young children: Social benefit or social problem. Social Forces, 82(1), 227-88.
Bolstad, R. (2004). The role and potential of ICT in early childhood education: A review of New Zealand and international literature. Wellington: New Zealand Council for Educational Research.
Bottino, R. M., Ferlino, L., Ott, M., & Tavella, M. (2007). Developing strategic and reasoning abilities with computer games at primary school level. Computers & Education, 49(4), 1272-1286.
Bottino, R. M., Ferlino, L., Ott, M., & Tavella, M. (2007). Developing strategic and reasoning abilities with computer games at primary school level. Computers & Education, 49(4), 1272–1286. DOI: https://doi.org/10.1016/j.compedu.2006.02.003
Clements, D. H., & Sarama, J. (2002). Teaching with computers in early childhood education: Strategies and professional development. Journal of Early Childhood Teacher Education, 23(3), 215–226.
Colker, L. J. (2011). Technology and learning: What early childhood educators have to say. Teaching Young Children, 4(3), 25–27.
Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3rd ed.). Washington, DC: National Association for Education of Young Children.
Couse, L.J., & Chen, D.W. (2010). A Tablet Computer for Young Children? Exploring Its Viability for Early Childhood Education. Journal of Research on Technology in Education, 43(1), 75–98.
Crombie, G., Arbanel, T., & Anderson, C. (2000). Bridging the gender gap in high-technology education. National Association of Secondary School Principals. NASSP Bulletin.
Crook, C. (1992). Young children’s skill in using a mouse to control a graphical computer interface. Computers and Education, 19(3), 199–207.
Dong, C., & Xu, Q. (2021). Pre-service early childhood teachers’ attitudes and intentions: young children’s use of ICT. Journal of Early Childhood Teacher Education, 42(3), 203-218.
Dwyer, J. (2007). Computer‐based Learning in a Primary School: Differences between the early and later years of primary schooling. Asia‐Pacific Journal of Teacher Education, 35(1), 89-103.
Gray, C., & Palaiologou, I. (2019). Early Learning in the digital age. California: Sage Publications.
Gulay, H. (2011). The evaluation of the relationship between the computer using habits and prosocial and aggressive behaviours of 5-6 years old children. International journal of academic research, 3(2), 252 -257.
Hatzigianni, M., & Margetts, K. (2012). ‘I am very good at computers’: young children's computer use and their computer self-esteem. European Early Childhood Education Research Journal, 20:1, 3-20.
Howard-Jones, P.A., & Demetriou, S. (2008). Uncertainty and engagement with learning games. Instructional Science, 37(6), 519-536.
Ju, K.N., Belland, B.R., & Walker, A.E. (2018). Effectiveness of computer-based scaffolding in the context of problem-based learning for STEM education: Bayesian meta-analysis. Educational Psychology Review, 30(2), 397-429.
Krueger, R.A., & Casey, M.A. (2000). Focus Groups. A Practical Guide for Applied Research (3rd edition). Jeffrey K. Lange Tiffin University.
Lally, B. (2001). Teaching children to read using technology. T.H.E. Journal, 28(9), 56-57.
Lee, J.H.M. (2004). Predıctıng How Early And How Much Young Chıldren Use Televısıon And Computers: The Role Of Socıodemographıc, Famıly, And Chıld Characterıstıcs. Unpublished doctoral dissertation. USA: University of Texas.
Lee, L., & O’Rourke M. (2006). Information and communication technologies: Transforming views of literacies in early childhood settings. Early Years, 26 (1), 49–62.
Li, X., & Atkins, M.S. (2004). Early Childhood Computer Experience and Cognitive and Motor Development. Pediatrics, 113(6), 1715-22. DOI: https://doi.org/10.1542/peds.113.6.1715.
Lieberman, D., Chamberlin, B., Medina, E., Franklin, B., Sanner, B.M., & Vafiadis, D.K. (2011). The Power of Play: Innovations in Getting Active Summit 2011: A Science Panel Proceedings Report from the American Heart Association. Circulation, 123(21), 2507-2516.
Marsh, J. (2005). Popular culture, new media and digital literacy in early childhood. Psychology Press.
Marsh, J. (2010). Young children’s play in online virtual worlds. Journal of early childhood research, 8(1), 23–39.
Marsh, J. (2019). Researching young children’s play in the post-digital age. In Kucirkova N., Rowsell, J., & Falloon, G. The Routledge international handbook of learning with technology in early childhood. Routledge, 157-169.
Nyumba, T.O., Wilson, K., Derrick, C.J., & Mukherjee N. (2018). The use of focus group discussion methodology: Insights from two decades of application in conservation. Special Feature: Qualitative methods for eliciting judgements for decision making, 9(1), 20-32.
Rondon, S., Sassi, F. C., & de Andrade, C.F. (2013). Computer game-based and traditional learning method: a comparison regarding students’ knowledge retention. BMC Medical Education, 13, 67-78.
Saçkes, M., Trundle, K. C., & Bell, R. L. (2011). Young children’s computer skills development from kindergarten to third grade. Computers & Education, 57(2), 1698-1704.
Sălceanu, C. (2014). The Influence of Computer Games on Children's Development. Exploratory Study on the Attitudes of Parents. Procedia-Social and Behavioral Sciences, 149, 837-841.
Samaras, A. (1996). Children's Computers. Childhood Education, 72(3), 133-136.
Sehnalová, V. (2014). Using ICT in Education of Preschool Children. Journal of Technology and Information Education, 6(1).
Shawareb, A. (2010). The Effects of Computer Use on Creative Thinking Among Kindergarten Children in Jordan. Journal of Instructional Psychology, 38(4), 213-220.
Shimizu, H., & McDonough, C.S. (2006). Programmed instruction to teach pointing with a computer mouse in pre-schoolers with developmental disabilities. Research in developmental disabilities, 27(2), 175–189.
Shute, V. J. (2011). Stealth assessment in computer-based games to support learning. Computer games and instruction, 55(2), 503-524.
Siraj-Blatchford, J., & Whitebread, D. (2003). Supporting information and communications technology in the early years. Maidenhead: Open University Press.
Stephen, C., & Plowman, L. (2008) Enhancing learning with information and communication technologies in pre-school. Early Child Development and Care, 178(6), 637–654.
Stronmen, E.F., Revelle, G.L., Medoff, L.M., & Razavi, S. (1996). Slow and steady wins the race? Three year-old children and pointing device use. Behaviour and Information Technology, 15(57–64).
Wang, F., (2010). Applying technology to inquiry-based learning in early childhood education. Early Childhood Education Journal, 37(5), 381-389.
Winters, K. L., & Vratulis, V. (2012). Authored assemblages in a digital world: Illustrations of a child’s online social, critical and semiotic meaning-making. Journal of Early Childhood Literacy, 13(4), 529–554.
Yelland, N. (2007). Shift to the future: Rethinking learning with new technologies in education. New York, N.Y.: Routledge.
Yilmaz, N., & Alici, S. (2011). Investigating Pre-Service Early Childhood Teachers' Attitudes towards the computer based education in science activities. Turkish Online Journal of Educational Technology-TOJET, 10(3), 161-167.
