Pre-service early childhood teachers’ attitudes and intentions: young children’s use of ICT

Chuanmei Dong*, Qianqian Xu

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

3 Citations (Scopus)

Abstract

Pre-service early childhood teachers (PECTs) are expected to support young children’s engaged and meaningful use of ICT for early learning and development. Unless teachers believe that ICT is beneficial for young children, they will be unable or unwilling to encourage and support children’s use of ICT in educational environments. This paper aims to uncover PECTs’ attitudes and intentions regarding young children’s use of ICT through a survey on 410 PECTs in a Chinese university. The majority of the PECTs had low positive perceptions of the role of ICT for young children, whereas they expressed great willingness to support young children’s use of ICT. There are considerable parameters which influence both PECTs’ attitudes and intentions: ICT ownership and daily use, the frequency of ICT use, ICT professional learning or training and ICT skills. Implications for PECTs teacher education preparation were discussed.

Original languageEnglish
Pages (from-to)203-218
Number of pages16
JournalJournal of Early Childhood Teacher Education
Volume42
Issue number3
Early online date11 Feb 2020
DOIs
Publication statusPublished - 2021

Fingerprint

Dive into the research topics of 'Pre-service early childhood teachers’ attitudes and intentions: young children’s use of ICT'. Together they form a unique fingerprint.

Cite this