Open Access Peer-reviewed Research Article

Digital disruption in early childhood education from teachers' point of view: A qualitative research

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Submitted   Jan 4, 2023
Published   Feb 28, 2023
Issue    Vol 3 No 1 (2023)
DOI   10.25082/AMLER.2023.01.016

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Nafiz A. Ali Ahmad corresponding author
Faculty of Educational Sciences, Al-Quds Open University, Salfeet, Palestine

Abstract

In the digital age, teachers must have a more favourable attitude toward information and communication technology (ICT). In the current study, the researcher used a qualitative interview to learn more about early childhood teachers (ECTs) perspectives on the use of ICT in online learning during the Covid-19 pandemic. The researcher in Palestine interviewed 63 female early childhood educators to collect data. "Thematic coding techniques" were used to analyze the interview data. Within five main themes, "ICT advantages" (8 sub-subjects), "the significance of ICT competencies" (2 sub-subjects), "promotion of the ICT training" (5 sub-themes), "the uses of ICT" (6 sub-subjects), and "challenges to using ICT", the research gathered specific information on how teachers perceived digital disruption during the Covid-19 pandemic (5 sub-subjects). The findings showed that increased promotion of ICT training that encourages ICT use among ECTs is necessary. This study adds to the body of knowledge regarding the application of ICT in the early childhood teaching process. Additionally, this study expands on empirical research findings that help report on the use of online learning in Early Childhood Education (ECE), particularly in times of crisis.

Keywords
early childhood education, early childhood teachers, ICT, Palestine

Article Details

How to Cite
Ali Ahmad, N. A. (2023). Digital disruption in early childhood education from teachers’ point of view: A qualitative research. Advances in Mobile Learning Educational Research, 3(1), 671-681. https://doi.org/10.25082/AMLER.2023.01.016
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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