Media Literacy in Early Childhood Education: Inquiry-Based Technology Integration

Media literacy is based on dimensions that include a series of indicators that address knowledge, skills and attitudes of the so-called media competence. The purpose of this study is to facilitate the promotion of media competence in the Second Cycle of Early Childhood Education, for which it is necessary to carry out a selection and adaptation of the dimensions and indicators in relation to the characteristics of the child, which facilitate its implementation in the classroom by teachers and the progressive acquisition of this competence in students. An exhaustive review of the literature on media literacy and in relation to the nature of childhood is carried out in order to adapt the indicators to the particularities of this educational stage.

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Technology and Early Childhood Education: A Technology Integration Professional Development Model for Practicing Teachers

Early Childhood Education Journal ◽

10.1007/s10643-009-0341-0 ◽

2009 ◽

Vol 37 (3) ◽

pp. 209-218 ◽

Cited By ~ 47

Author(s):

Jared Keengwe ◽

Grace Onchwari

Keyword(s):

Professional Development ◽

Early Childhood ◽

Technology Integration ◽

Early Childhood Education ◽

Development Model ◽

Practicing Teachers ◽

Childhood Education ◽

Professional Development Model

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LITERASI MEDIA DIGITAL BAGI GURU PAUD GUGUS KENANGA DI KECAMATAN DUKUHSETI KABUPATEN PATI

As-Sidanah : Jurnal Pengabdian Masyarakat ◽

10.35316/assidanah.v2i1.593 ◽

2020 ◽

Vol 2 (1) ◽

pp. 1-20

Author(s):

Raodah Saidillah ◽

Ali Subhan

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Digital Media ◽

Media Literacy ◽

Outreach Program ◽

Childhood Education ◽

Lecture Method ◽

Literacy Training ◽

And Function ◽

Digital Media Literacy

This outreach program is Digital Media Literacy Training for early childhood education (PAUD) Teachers of Kenanga Group in Dukuhseti district, Pati regency. This digital media literacy training activity aims to provide knowledge and insight into early childhood education (PAUD) Teachers to take advantage of digital-based media both in learning and administration. This outreach program was held for two days on Thursday-Friday, 29-30 August 2019 at TK Tunas Bangsa. The material presented includes; the urgency and function of digital media for learning and administration, typing using Microsoft Word, presenting with PowerPoint, scanning documents using a device, and using the WhatsApp application by computer or laptop. It is designed in the form of training using three methods. They are lecture method, demonstration method, and direct practice method. The results indicate that this program significantly increases in knowledge, understanding, expertise and, skills of the participants. It can be seen from the results of the pretest and posttest that have been implemented. Participants were also very satisfied with the dedication activities that had been carried out because the material presented was fit their needs and the methods used were also appropriate. From all the evaluation results in the form of pretest, posttest and feedback from the participants, it was concluded that this outreach program has achieved the goal they are the participants understand and can apply digital media for learning and administration.

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Teachers' beliefs about technology integration in early childhood education: A meta-ethnographical synthesis of qualitative research

10.35542/osf.io/gur6z ◽

2019 ◽

Author(s):

Pekka Mertala

Keyword(s):

Early Childhood ◽

Technology Integration ◽

Early Childhood Education ◽

Technology Use ◽

Teaching And Learning ◽

Childhood Education ◽

Qualitative Empirical Research ◽

Teachers Beliefs ◽

Beliefs About Technology ◽

Nuanced Understanding

There is a body of evidence suggesting that instead of concentrating only on teaching and learning (the education task), teachers believe that their tasks are to care for their students social, emotional, and physical needs (the caring task), and to raise them to be and become functional members of society (the socialization task). However, this diversity has not been acknowledged in teachers' beliefs research done in technology integration context. To provide a more nuanced understanding of the variety and role of teachers' beliefs about technology integration this study has synthesized 35 qualitative empirical research studies via the method of meta-ethnography. The focus is on early childhood education (ECE) as so far, no reviews on early childhood teachers' beliefs have been conducted. The synthesis suggests, that education, socialization, and care all have a meaningful role in teachers' beliefs towards technology use in ECE. Each of these tasks and dimensions were identified from teachers' beliefs for or against integrating technology into ECE practices. The synthesis also suggests, that teachers’ beliefs are shaped by macro- and micro-contextual factors including national educational policies and personal experiences. Implications for teacher education are discussed.

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An Investigation of Relationship between TPACK and Self-Efficacy Beliefs about Technology Integration among Preservice Teachers in Early Childhood Education

Korean Association For Learner-Centered Curriculum And Instruction ◽

10.22251/jlcci.2019.19.4.229 ◽

2019 ◽

Vol 19 (4) ◽

pp. 229-243

Author(s):

Hye In Jeong

Keyword(s):

Preservice Teachers ◽

Early Childhood ◽

Technology Integration ◽

Early Childhood Education ◽

Self Efficacy ◽

Efficacy Beliefs ◽

Childhood Education ◽

Beliefs About Technology

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Teachers' Perceptions Towards Technology Integration Into Inclusive Early Childhood Education

International Perspectives on Modern Developments in Early Childhood Education - Advances in Early Childhood and K-12 Education ◽

10.4018/978-1-7998-2503-6.ch009 ◽

2020 ◽

pp. 154-173

Author(s):

Athifah Utami ◽

Francisco Javier Palacios Hidalgo

Keyword(s):

Early Childhood ◽

Technology Integration ◽

Early Childhood Education ◽

Students With Special Needs ◽

Teachers Perceptions ◽

Childhood Education ◽

Use Of Technology ◽

Positive Attitudes ◽

Using Data ◽

Inclusive Early Childhood

The use of technology in formal and informal education is anything but new. It is easy to find it being integrated into primary, secondary, and higher education, yet few studies discuss how it can enhance the teaching/learning process in early childhood education, especially in the case of students with special needs. This chapter aims to explore teachers' attitudes on technology integration into inclusive early childhood education. To do so, a case study is described using data collected through classroom observation of five English-language lessons, as well as surveys and interviews administered to teachers of a private kindergarten school in Spain. Results show that most of the surveyed teachers have positive attitudes towards the use of technology in their classrooms and have already tried to implement it. Additionally, two main challenges are revealed: choosing suitable applications for children and maintaining their attention when using technological devices in the classroom.

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