Mobile devices and, in particular, tablets have become increasingly popular in young children’s lives; however, there is limited empirical evidence regarding early childhood teachers’ perceptions on mobile technology-learning in early years. This study investigated teachers’ views on mobile devices’ usage in early childhood education classrooms, focusing on their perceived benefits, barriers and their concerns. A questionnaire with open ended questions was completed by 30 early childhood education teachers, in Greece. The primary perceived benefits regarded the facilitation of the educational process, the interactive learning environment and the support of children’s learning and development. Major perceived barriers were related to the lack of (or limited) resources/equipment, the limited teacher training opportunities and lack of funding, while key concerns regarded the constraint of hands-on experiences, children’s concentration, and cyber safety issues. Implications for pre-service and in-service teacher training, educational policy and practice, as well as links between home and school are discussed.
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Kleopatra Nikolopoulou 《Early Childhood Education Journal》2007,35(2):173-179
The computer has now become a recognized tool in the education of young children and when used appropriately can reinforce
their learning experiences. This paper reviews specific features (relating to pedagogic design, software content and user-interface
design) of early childhood educational software and discusses issues in favor of its localization. Specific features in favor
of its localization include the dominance of pictures, animation and sound, the culture-independent content and the neutrality
of graphical, interface and story-line features. Children’s software worth being adapted to fit another country’s curriculum
needs to be developmentally appropriate. The quality of the software will need to be combined with other factors, such as
the role of the teacher, in order to contribute to young children’s learning and development. 相似文献
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This paper describes an investigation of secondary school pupils using data analysis software in their science lessons. The aim of the project was to determine the nature and complexity of data analysis tasks that could be mastered by pupils aged between 13 and 14 years, through the use of data analysis software. The research project involved the study of three matched experimental and control pairs of classes of pupils analysing scientifically- based data. The findings show that pupils using computer-based software can perform a range of complex tasks, including the use of Boolean logical operators, 'and', 'greater than' and 'less than', which are more intellectually advanced than reported by other researchers. These results show that given appropriate information technology (IT)-based data analysis tools, pupils as young as 13--14 can perform such complex data analysis tasks as classifying data according to one or more criteria and then ranking data according to a different criterion. This contradicts some of the earlier research that concluded that such tasks could not be easily achieved by pupils of this age 相似文献
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This paper describes an investigation of 13- and 14-year-old pupils' classification skills when they analyze scientific data in science lessons. The study involved two matched experimental and control pairs of classes of pupils (n = 95) analyzing scientifically based data. The assessment instrument for investigating pupils' skills was the paper and pencil pre- and post-test. This instrument showed small differences between the pre- and post-tests, and also between the computer-using and noncomputer-using pupils. However, it revealed pupils' specific skills to classify and reclassify scientific data according to criteria of a single property, their tendency to prioritize discrete over continuous criteria, and also some differences between the more able and less able pupils of the same age. The less able pupils could only classify according to discrete criteria. The scientific context influenced pupils' classification skills. 相似文献
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Kleopatra Nikolopoulou Vasilis Gialamas 《International Journal of Early Years Education》2015,23(4):409-425
This study investigated early childhood teachers’ beliefs about information and communications technology (ICT) and play in preschool, as well as their confidence in integrating ICT in the classroom. A 28-item questionnaire was compiled and administered to 190 early childhood teachers in Greece. Although ICT play (which can provide learning opportunities) has largely replaced traditional childhood play, in Greece, there is inadequate integration of ICT in early childhood education. In this study, two factors were extracted: ‘playing with ICT as an effective mode of learning and developing children's technological competence’ and ‘ICT use as free play’. The fewer the years of teaching experience and the higher the teachers’ computer self-efficacy, the stronger was the view that ICT play is not just free play. Teachers’ beliefs and confidence affect their classroom practices and, consequently, the children's learning. Viewing ICT as a mode of learning that should be embedded in the curriculum is expected to lead to ICT integration in a teacher's daily practices. The implications for in-service teacher training are therefore discussed. 相似文献
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