An Investigation of Teachers' Experiences of the Integration of Education Technology into Kindergarten Teaching
Journal: Journal of Higher Education Research DOI: 10.32629/jher.v5i2.2418
Abstract
This study aims to explore the experiences of teachers in Qingdao as they integrate educational technology into kindergarten classrooms. The research is set against the backdrop of rapid technological advancements and their profound impact on early childhood education. This study begins by emphasizing the importance of educational technology in enhancing instruction, increasing student engagement, and supporting the developmental needs of young children. It scrutinizes the current state of technology use in kindergarten, addressing the types of technology used, challenges faced by educators, and potential benefits and drawbacks of integration. The study poses research questions related to the effectiveness, challenges, and impact of educational technology in kindergarten settings. It outlines clear research objectives to investigate how technology affects learning outcomes, teacher and child perceptions, and appropriate curriculum integration. The importance of this research is emphasized, and the potential for technology to change instructional practices, the need for evidence-based strategies, and the developmental impact on young learners are discussed.
Keywords
information and communication technology; educational technology; experiences of teachers; early childhood education
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[3] Khan, S. (2014). A model for integrating ICT into teacher training programs in Bangladesh based on TPCK. International Journal of Education and Development using ICT, 10(3).
[4] Kahan, D. and McKenzie, T.L., (2020). School websites: A physical education and physical activity content analysis. Journal of School Health, 90 (1), 47-55.
[5] Kaushal, V. and Ali, N. (2019). University reputation, brand attachment and brand personality as antecedents of student loyalty: A study in higher education context. Corporate Reputation Review, pp.1-13.
[6] Jung, I. (2005). ICT-pedagogy integration in teacher training: Application cases worldwide. Journal of Educational Technology & Society, 8(2), 94-101.
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