Information and Communication Technologies in Early Childhood Education Teacher Training Colleges

2014 ◽  
Author(s):  
Cosmus Gatuyu
Keyword(s):  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Education Teacher ◽  
Childhood Education ◽  
Teacher Training Colleges ◽  
Information And Communication

scholarly journals INFORMATION AND COMMUNICATION TECHNOLOGIES AND INCLUSIVE TEACHING: PERCEPTIONS AND ATTITUDES OF FUTURE EARLY CHILDHOOD AND PRIMARY EDUCATION TEACHERS

2018 ◽  
Vol 76 (3) ◽  
pp. 380-392
Author(s):  
Mª del Carmen Pegalajar Palomino
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Information And Communication Technologies ◽  
Primary Education ◽  
Communication Technologies ◽  
Future Teachers ◽  
Teachers Perceptions ◽  
Childhood Education ◽  
Perceptions And Attitudes ◽  
Information And Communication

This research analysed future teachers’ perceptions and attitudes towards the use of Information and Communication Technologies (ICTs) in the development of inclusive educational practices. Adopting a quantitative research approach, data were collected through an ad hoc questionnaire administered to fourth-year early childhood education and primary education degree students from the Catholic University of Murcia (UCAM), southeast Spain (n=231). Results revealed favourable perceptions towards ICT use in the classroom, with students viewing these resources as contributing to their professional development and improving digital competence. Furthermore, they report how ICTs present didactic opportunities for the development of the teaching-learning process when working with learners with specific educational support needs. Lastly, the research highlights statistically significant differences in future teachers’ perceptions towards the implications of ICT for teaching when developing inclusive educational processes as well as in their attitudes towards professional development and the training needs required for supporting learners with special educational needs. These differences are appreciated between early childhood education degree students and their primary education peers, the latter reporting more favourable assessments. Keywords: information and communication technologies, future teachers, educational inclusion, early childhood education, primary education.

scholarly journals Training in Digital Skills in Early Childhood Education Teachers: The Case of the University of La Laguna

2020 ◽  
Vol 14 (20) ◽  
pp. 35
Author(s):  
David Pérez-Jorge ◽  
María del Carmen Rodríguez-Jiménez ◽  
Josué Gutiérrez-Barroso ◽  
Fátima Castro-León
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Information And Communication Technologies ◽  
Canary Islands ◽  
Communication Technologies ◽  
Continuous Training ◽  
Childhood Education ◽  
Information And Communication ◽  
The Government ◽  
The University

<p class="0abstract"><span lang="EN-US">Information and Communication Technologies (ICT) have become essential tools for the development of quality educational practices. The special situation of COVID-19 has evidenced the problem of the teacher training. This work investigates the perception of the future teachers of Early Childhood Education about the use of ICT and the policies developed by the Government of the Canary Islands regarding the provision of resources, materials and training. The study had a sample of 110 teachers in training from the University of La Laguna, the results showed agreement regarding the quality and quantity of training received, however, despite not showing interest in continuous training in ICT, they consider fundamentally mastering this competence to improve the quality of the educational response in the Canary Islands.</span></p>

scholarly journals Geolocalización y realidad aumentada para un aprendizaje ubicuo en la formación inicial del profesorado

2018 ◽  
pp. 40
Author(s):  
Lourdes Villalustre Martínez ◽  
Esther Del Moral Pérez
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Ubiquitous Learning ◽  
Childhood Education ◽  
Information And Communication ◽  
The Subject ◽  
High Level ◽  
The University

In the subject of Information and Communication Technologies of the Master's Degree in Early Childhood Education at the University of Oviedo (Spain), the 121 future teachers who studied it designed training itineraries augmented by geolocation, aimed at children in early childhood education, to favor the development of basic skills. Thus, after its realization an evaluation was carried out by means of 12 indicators grouped in three analysis dimensions: enhanced ubiquitous learning, expanded reality designed and level of innovation. The results obtained reveal that the dimension related to the expanded reality designed was developed to a greater extent, while the students had greater difficulties to promote innovation in their proposals. However, the university students has shown to have acquired a medium-high level both in the skill and handling of the technological resources of the augmented reality, and in the didactic potential of the interactive itineraries.

scholarly journals WHAT HISTORY DO FUTURE TEACHERS OF EARLY CHILDHOOD EDUCATION THINK IS RELEVANT?

2019 ◽  
Vol 49 (172) ◽  
pp. 96-119
Author(s):  
Pilar Rivero ◽  
Julián Pelegrín
Keyword(s):  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Student Teachers ◽  
Historical Thinking ◽  
Second Order ◽  
Historical Event ◽  
Education Teacher ◽  
Childhood Education ◽  
The University

Abstract The present study examines the perception of historical relevance that student teachers of Early Childhood Education have at the University of Zaragoza (Spain). Six hundred and sixty historical stories written by the students are analyzed in conjunction with texts that justify the choice of one historical event or another. The research seeks to determine the major historical contents that are considered relevant and relate them to the typology of the narratives. Historical relevance is a second-order concept of basic historical thinking in Early Childhood Education teacher training as, although the curriculum for this stage does not include historical content, it does include objectives that enable these topics to be addressed.

scholarly journals Does Faculty Perceived ICT Abilities Influence Integration of Information and Communication Technologies in Instruction? A Case of University Early Childhood Education Programmes in Kenya

2019 ◽  
Vol 3 (4) ◽  
pp. p388
Author(s):  
Mwololo, Josephat Nzika ◽  
Nyakwara Begi
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Information And Communication Technologies ◽  
Private Universities ◽  
Theory And Practice ◽  
Ict Integration ◽  
Childhood Education ◽  
Significant Difference ◽  
Information And Communication ◽  
Ict Tools

Information and Communication Technology (ICT) based instruction provide opportunities whereby the teacher is a facilitator and learners are active participants. ICT has tended to make learners effectively connect theory and practice. For ICT to be successfully utilised in instruction teachers need to possess the prerequisite ICT abilities. This study aimed at evaluating integration of ICT in instruction in Early Childhood Education (ECE) programmes in universities in Kenya and how faculty perceived ICT abilities related to ICT integration in instruction. A sample of 88 lecturers purposely drawn from public and private universities that were ECE pioneers and offered ECE programmes formed the study subjects. Questionnaire, observation checklist and document analysis were used to collect data. Both descriptive and inferential statistics were the methods of data analysis employed. Results from data analysed revealed that faculty were integrating basic ICT tools in instruction. It was also revealed that there was no significant difference in ICT integration in instruction by faculty in public and in private universities. The relationship between faculty perceived ICT abilities and ICT integration in instruction was highly significant at alpha value 0.05. It was recommended that there was need for university administration to organize in-service training for faculty to adequately learn how to integrate advanced ICT tools in instruction.

Sign in / Sign up

Export Citation Format

Share Document