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.

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.

PENGEMBANGAN KARAKTER ANAK USIA DINI MELALUI SIMULASI KECAKAPAN HIDUP

2013 ◽  
Vol 8 (2) ◽  
pp. 85-93
Author(s):  
Tri Widayati
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Character Development ◽  
Life Skill ◽  
Childhood Education ◽  
Self Confidence ◽  
Significant Difference ◽  
Before And After ◽  
Simulation Scenario ◽  
Character Building

The purposes of this research were do describe the process of character building through life skill simulation and to develop the children’s character through life skill simulation. This action research was conducted in three early childhood education institutions for six months started from March through July 2013. The researcher did the research in collaboration with the local teachers to assess, plan, implement, observe, and do reflection. T test indicated a significant difference between the character development degree before and after the simulation. The hindrances in developing the character through life skill simulation are the children’s shy feeling and low self-confidence as well as the teachers’ limitation in designing the simple, interesting, and easy simulation scenario.

The Importance of Future Kindergarten Teachers' Beliefs about the Usefulness of Games Based Learning

2014 ◽  
Vol 4 (1) ◽  
pp. 78-90 ◽  
Author(s):  
Dionysios Manessis
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Information And Communication Technologies ◽  
Computer Games ◽  
Kindergarten Teachers ◽  
Computer Usage ◽  
Learning Beliefs ◽  
Childhood Education ◽  
Education Data ◽  
Teachers Beliefs

This paper examines the importance of future kindergarten teachers' beliefs about the usefulness of Games Based Learning in Early Childhood Education. Data were collected by using questionnaires which were given to the participants at the end of an introductory level, Information and Communication Technologies course. The sample of this study was 200 students attending a Bachelor in Education degree at the faculty of Early Childhood Education, University of Athens, in Greece. Results indicated that the majority of the sample had very positive beliefs about the use of Games Based Learning in pre-school education. Most of the students agreed that educational digital games are a useful way to enhance young children's learning. Beliefs were significantly affected by: year of study, frequency of computer usage, experience in a pre-school classroom, previous experience in playing computer games, and previous courses about the use/integration of educational technologies in kindergarten classroom.

scholarly journals Integration and Innovation in Early Childhood Education in Nigeria: Implications for Quality Teacher Production

2011 ◽  
Vol 1 (1) ◽  
Author(s):  
V C Onu ◽  
William Emeka Obiozor ◽  
O E Agbo ◽  
Ezeanwu Chiamaka
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Survey Research ◽  
Preschool Teachers ◽  
Public And Private ◽  
Childhood Education ◽  
Significant Difference ◽  
Research Questions ◽  
Descriptive Survey ◽  
Private Preschool

This survey research studied integration and innovation in early childhood education and implications for quality teacher preparation. The study was a descriptive survey research, with one hundred and twelve (112) sampled preschool teacher. Eight research questions and three hypotheses guided the study. Early Childhood Programme Instrument on Integration and Innovation (ECPAI) was constructed, validated and used in eliciting responses from the respondents. The data collected were analyzed using percentage, mean, and Paired Sample tests. The study revealed a significant difference in the opinions of public and private preschool teachers toward integration and innovative practices in early childhood education in Nigeria. It was equally revealed that are Early Childhood Education (ECE) programme in Nigeria is influenced by traditional, uncreative approaches. Thus, training and retraining of focus teachers and stakeholders in ECE was highly recommended

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