The Teachers’ Perceptions on the Use of ICT as a Tool for Early Childhood Development Teaching and Learning: A Case for Women’s University in Africa in-Service Student Teachers


The Teachers’ Perceptions on the Use of ICT as a Tool for Early Childhood Development Teaching and Learning: A Case for Women’s University in Africa in-Service Student Teachers


Dr. P. Kashora, Dr. E. Chikwiri and C.Kuranga
Women’s University in Africa, Manresa Park, Greendale, Harare, PO Box GD32, ZIMBABWE


American journal of educational research and reviews

The purpose of this study was to find out the teachers` perceptions on the use of Information Communication Technologies (ICTs) as a tool for teaching and learning at Early Childhood Development (ECD) level. A sample of 12 female in –service student teachers from the Women’s University in Africa was used. The study utilised both qualitative and quantitative methods. Quantitative data was collected through the use of a questionnaire while qualitative data was gathered through Focus Group Discussions with 12 in- service student teachers to gather in –depth information on the use of ICTs as a tool for ECD teaching and learning. The research findings revealed that the student teachers concurred that ICTs are indeed an emerging tool in enhancing the quality of teaching and learning. Student teachers revealed that they perceive ICTs to be good since they promote child-centered learning. ICT motivates children to learn using multi-sensory displays that accommodate their individual differences . The findings also revealed that ICTs assist in the simulation of the outside world in a way that saves time and resources. However, lack of resources and lack of ICT knowledge by the authorities in the schools were cited as major barriers to the integration of ICTs in the ECD curriculum. The study concluded by recommending that professional development workshops should be held from time to time so as to improve practice. A variety of ICT gadgets should be provided in schools. Policy provisions which promote the use of ICTs should be put in place by the Ministry of Primary and Secondary Education. Personnel should be allocated to assist in the public use of ICT tools and materials.


Keywords: Information and Communication Technology, Early Childhood Development, Perceptions, Teaching and Learning


Free Full-text PDF


How to cite this article:
P. Kashora, E. Chikwiri and C.Kuranga. The Teachers’ Perceptions on the Use of ICT as a Tool for Early Childhood Development Teaching and Learning: A Case for Women’s University in Africa in-Service Student Teachers. American Journal of Educational Research and Reviews, 2018,3:26.


References:

1. C. Peck, L. Cuban and, H. Kirkpatrick. “Techno-promoter dreams, student realities. .” Phi Delta Kappan, 2002: 472-480.
2. D. Compeau, C. A. Higgins and, S. Huff. “Social Cognitive Theory and Individual Reactions to Computing Technology: A Longitudinal Study.” MIS Quarterly 23 (1999): 145–158.
3. D. Galanouli, C. Murphy, and J. Gardner. “Teachers’ Perceptions of the Effectiveness of ICT-competence Training.” Computers & Education 43 (2004): 63–79.
4. D. H. Clements, and J. Sarama. “Strip Mining for Gold: Research and Policy in Educational Technology – A Response to “Fool’s Gold.” AACE Journal 11 (2003): 7–69.
5. D. Reynolds. “Misuse of computers unplugged.” Times Educational Supplement, January 11 2002: 19.
6. F. A. Inan, and D. L. Lowther. “Factors Affecting Technology Integration in K-12 Classrooms: A Path Model.” Education Technology Research and Development 58 (2010): 137–154.
7. G. Sang, M. Valcke, J. van Braak, and J. Tondeur. “Student Teachers’ Thinking Processes and ICT Integration: Predictors of Prospective Teaching Behaviors with Educational Technology.” Computers & Education 54 (2008): 103–112.
8. Siraj-Blatchford, and J. Siraj-Blatchford. More than computers: Information and communication technology in the early years. London: The British Association for Early Childhood Education, 2003.
9. J. Tondeur, H. Van Keer, J. van Braak and, M. Valcke. “ICT integration in the classroom Challenging the potential of a school policy. .” Computers & Education 51, no. 1 (2008): 212-223.
10. J. Van Braak. “Individual characteristics influencing teachers’ class use of computers.” Journal of educational computing research 25, no. 2 (2001): 141-157.
11. K. F. Hew, and T. Brush. “Integrating Technology into K-12 Teaching and Learning Current Knowledge Gaps and Recommendations for Future Research.” Educational Technology Research and Development 55 (2007): 223–252.
12. L. Brooker. “Integrating new technologies in UK classrooms: Lessons for teachers from early years practitioners. Childhood Education Annual.” 79, no. 5 (2003): 261-267.
13. M. O’Rourke, and C. Harrison. “The introduction of new technologies: New possibilities for early childhood pedagogy.” Edited by 29. Australian Journal of Early Childhood 29, no. 2 (2004): 11-18.
14. M. Patterson. “How can ICT enrich the learning environment in early childhood centres?” Computers in NZ Schools 16, no. 1 (2004): 25-30.
15. M. Tschannen-Moran, and A. Woolfolk Hoy. “Teacher Efficacy: Capturing an Elusive Construct.” Teaching and Teacher Education 17 (2001): 783–805.
16. O’Hara, M. ICT in the early years. London: Continuum, 2004.
17. R. Hermans, J. Tondeur, J. van Braak and, M. Valcke. “The Impact of Primary School Teachers’ Educational Beliefs on the Classroom Use of Computers.” Computers & Education 51 (2008): 1499–1509.
18. R. Vanderlinde, and J. van Braak. “The E-Capacity of Primary Schools: Development of Conceptual Model and Scale Construction from a School Improvement Perspective.” Computers & Education 55 (2010): 541–553.
19. S. Higgins, (2003). July 2017. http://www.bera.ac.uk/publications/pdfs/ICT%20PUR%20MB%20r-f-p%201Aug03.pdf.
20. S. Sheridan, and I. Pramling Samuelsson. “Learning through ICT in Swedish early childhood education from a pedagogical perspective of quality.” Childhood Education 79, no. 5 (2003): 276-277.
21. T. Downes, and C. Fatouros. “Young children learning in their preschool and primary years: A framework for planning to incorporate IT.” Australian Educational Computing, May 1995: 4-9.