Preschool teachers’ perceptions and pedagogical practices

young children’s use of ICT

Chuanmei Dong*

*Corresponding author for this work

Research output: Contribution to journalArticle

14 Citations (Scopus)

Abstract

ICT has been widely introduced to early childhood programs for young children to learn and play, but the meaningful integration of ICT into early learning and development is not strongly evident. While studies reveal that teachers are the key to the effective use of ICT in the classroom, there is to date limited research investigating how early childhood teachers perceive and support young childrens use of ICT. This paper reports on a survey study examining Chinese preschool teachers perspectives and pedagogical practices. Although there was a level of correspondence between the teachers perceptions and pedagogical practices, the teachers high positive perceptions of ICT benefits conflicted with their low frequencies of using pedagogies to facilitate the childrens ICT use. The results point to the importance of providing effective professional learning and development programs so teachers can employ a wider range of pedagogical strategies to support the childrens use of ICT.

Original languageEnglish
Pages (from-to)635-650
Number of pages16
JournalEarly Child Development and Care
Volume188
Issue number6
DOIs
Publication statusPublished - 2018
Externally publishedYes

Keywords

  • preschool teachers
  • perceptions
  • pedagogy and ICT professional development

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