Abstract
Fifty-five Chinese kindergarten teachers from Shenzhen (n = 38) and Hong Kong (n = 17) were surveyed to discern their beliefs and reported practices about multiple literacies related to e-learning and knowledge management. Results indicated that: (1) Shenzhen teachers had a better knowledge about multiple literacies and facilitated the development of multiple literacies in their students more than their counterparts from Hong Kong; (2) Teachers' educational attainment and their beliefs did not predict the multiple literacies practice; and (3) after controlling for these variables, child-PC ratio significantly contributed to the variation in multiple literacies practice. Educational implications and challenges associated with teacher education are discussed.
| Original language | English |
|---|---|
| Pages (from-to) | 269-284 |
| Number of pages | 16 |
| Journal | Knowledge Management and E-Learning |
| Volume | 1 |
| Issue number | 4 |
| Publication status | Published - Dec 2009 |
| Externally published | Yes |
Bibliographical note
Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.Keywords
- multiple literacies
- early childhood
- Chinese kindergarten teachers
- Hong Kong
- Shenzhen