Digital disruption in early childhood education from teachers' point of view: A qualitative research
Main Article Content
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.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
- Abuhmaid, A. (2011). ICT training courses for teacher professional development in Jordan. Turkish Online Journal of Educational Technology, 10(4): 195-210.
- Ali Ahmad, N. (2020). The Obstacles to Integrate Information and Communication Technology (ICT) in Kindergartens' Education from the Headmistresses View Point: A Survey Study in Salfeet Governorate / Palestine. Journal of Education and Human Development, 9(3):109-121. https://doi.org/10.15640/jehd.v9n3a12
- Ali Ahmad, N. (2022). Digital Disturbance in Early Childhood Education in the Midst of and Post COVID - 19 Pandemic Period: A Qualitative Study from Teachers' Viewpoint. American Journal of Educational Research, 10(8): 484-490. https://doi.org/10.12691/education-10-8-2
- Ampartzaki, M., Kalogiannakis, M., & Papadakis, S. (2021). Deepening our knowledge about sustainability education in the early years: Lessons from a water project. Education Sciences, 11(6), 251. https://doi.org/10.3390/educsci11060251
- Ampartzaki, M., Kalogiannakis, M., Papadakis, S., & Giannakou, V. (2022). Perceptions about STEM and the arts: Teachers', parents' professionals' and artists' understandings about the role of arts in STEM education. In STEM, Robotics, Mobile Apps in Early Childhood and Primary Education: Technology to Promote Teaching and Learning (pp. 601-624). Singapore: Springer Nature Singapore. https://doi.org/10.1007/978-981-19-0568-1_25
- Dini, J. P. A. U. (2021). The impact of distance learning implementation in early childhood education teacher profesional competence. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(2), 1815-1824.https://doi.org/10.31004/obsesi.v5i2.1009
- Awang, H., & Daud, Z. (2015). Improving a communication skill through the learning approach towards the environment of engineering classroom. Procedia-social and behavioral sciences, 195, 480-486. https://doi.org/10.1016/j.sbspro.2015.06.241
- Aditya, B. R., Ismiatun, A. N., Atika, A. R., & Permadi, A. (2022). Digital disruption in early childhood education: a qualitative research from teachers' perspective. Procedia Computer Science, 197, 521-528. https://doi.org/10.1016/j.procs.2021.12.169
- Casillas-Martín, S., Cabezas-González, M., & García-Peñalvo, F. J. (2019). Digital competence of early childhood education teachers: attitude, knowledge and use of ICT. European Journal of Teacher Education, 43(2), 210-223. https://doi.org/10.1080/02619768.2019.1681393
- Çebi, A., & Reisoğlu, İ. (2020). Digital competence: A study from the perspective of pre-service teachers in Turkey. Journal of New Approaches in Educational Research (NAER Journal), 9(2), 294-308. https://doi.org/10.7821/naer.2020.7.583
- Chen, L., Chen, T. L., Lin, C. J., & Liu, H. K. (2018). Preschool teachers’ perception of the application of information communication technology (ICT) in Taiwan. Sustainability, 11(1), 114. https://doi.org/10.3390/su11010114
- Blackwell, C. K., Lauricella, A. R., & Wartella, E. (2014). Factors influencing digital technology use in early childhood education. Computers & Education, 77, 82-90. https://doi.org/10.1016/j.compedu.2014.04.013
- Dahal, N., Manandhar, N. K., Luitel, L., Luitel, B. C., Pant, B. P., & Shrestha, I. M. (2022a). ICT tools for remote teaching and learning mathematics: A proposal for autonomy and engagements. Advances in Mobile Learning Educational Research, 2(1), 289-296. https://doi.org/10.25082/AMLER.2022.01.013
- Deng, F., Chai, C. S., Tsai, C. C., & Lee, M. H. (2014). The relationships among Chinese practicing teachers' epistemic beliefs, pedagogical beliefs and their beliefs about the use of ICT. Journal of Educational Technology & Society, 17(2), 245-256.
- Dong, C. (2018). `Young children nowadays are very smart in ICT'–preschool teachers' perceptions of ICT use. International Journal of Early Years Education, 1-14. https://doi.org/10.1080/09669760.2018.1506318
- Dong, C., & Xu, Q. (2021). Pre-service early childhood teachers’ attitudes and intentions: young children’s use of ICT. Journal of Early Childhood Teacher Education, 42(3), 203-218. https://doi.org/10.1080/10901027.2020.1726843
- Donnelly, D., McGarr, O., & O'Reilly, J. (2011). A framework for teachers’ integration of ICT into their classroom practice. Computers & education, 57(2), 1469-1483. https://doi.org/10.1016/j.compedu.2011.02.014
- Duta, N., Panisoara, G., & Panisoara, I. O. (2015). The Effective Communication in Teaching. Diagnostic study regarding the academic learning motivation to students. Procedia-Social and Behavioral Sciences, 186, 1007-1012. https://doi.org/10.1016/j.sbspro.2015.04.064
- Eckhoff, A. (2011). Creativity in the early childhood classroom: Perspectives of pre service teachers. Journal of Early Childhood Teacher Education, 32(3), 240-255. https://doi.org/10.1080/10901027.2011.594486
- Ghavifekr, S. & Rosdy, W. A. W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science (IJRES), 1(2), 175-191. https://doi.org/10.21890/ijres.23596
- Gillen, J., & Kucirkova, N. (2018) .Percolating spaces: Creative ways of using digital technologies to connect young children's school and home lives. British Journal of Educational Technology, 49(5), 834-846. https://doi.org/10.1111/bjet.12666
- Gözüm, A. I. C., Papadakis, S., & Kalogiannakis, M. (2022). Preschool teachers' STEM pedagogical content knowledge: A comparative study of teachers in Greece and Turkey. Frontiers in Psychology, 13, 1-19. https://doi.org/10.3389/fpsyg.2022.996338
- Jalongo, M. R. (2021). The Effects of COVID-19 on Early Childhood Education and Care: Research and Resources for Children, Families, Teachers, and Teacher Educators. Early Childhood Education Journal, 49(3), 763-774. https://doi.org/10.1007/s10643-021-01208-y
- Tondeur, J., Scherer, R., Siddiq, F., & Baran, E. (2017). A comprehensive investigation of TPACK within pre-service teachers’ ICT profiles: Mind the gap!. Australasian Journal of educational technology, 33(3), 46-60. https://doi.org/10.14742/ajet.3504
- Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
- Jones, S. J. (2017). Technology in the Montessori Classroom: Teachers' Beliefs and Technology Use. Journal of Montessori Research, 3(1), 16-29. https://doi.org/10.17161/jomr.v3i1.6458
- Kaindio, M. P., & Wagithunu, M. N. (2014). Integrating information communication technology skills in preschool education in Kenya. Mediterranean Journal of Social Sciences, 5(5), 89. https://doi.org/10.5901/mjss.2014.v5n5p89.
- Kalogiannakis, M., & Papadakis, S. (2017). A proposal for teaching ScratchJr programming environment in preservice kindergarten teachers. In Proceedings of the 12th Conference of the European Science Education Research Association (ESERA) (pp. 21-25).
- Kalogiannakis, M., & Papadakis, S. (2022). Preparing Greek Pre-service Kindergarten Teachers to Promote Creativity: Opportunities Using Scratch and Makey Makey. In Children's Creative Inquiry in STEM (pp. 347-364). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-030-94724-8_20
- Nuri, K. A. R. A., & Cagiltay, K. (2017). In-service preschool teachers’ thoughts about technology and technology use in early educational settings. Contemporary Educational Technology, 8(2), 119-141. https://doi.org/10.30935/cedtech/6191
- Karakose, T., Polat, H., Yirci, R., Tülübaş, T., Papadakis, S., Ozdemir, T. Y., & Demirkol, M. (2023). Assessment of the Relationships between Prospective Mathematics Teachers' Classroom Management Anxiety, Academic Self-Efficacy Beliefs, Academic Amotivation and Attitudes toward the Teaching Profession Using Structural Equation Modelling. Mathematics, 11(2), 449. https://doi.org/10.3390/math11020449
- Kim, J. (2020). Learning and teaching online during Covid-19: Experiences of student teachers in an early childhood education practicum. International Journal of Early Childhood, 52(2), 145-158. https://doi.org/10.1007/s13158-020-00272-6
- Konca, A. S., Ozel, E. & Zelyurt, H. (2016). Attitudes of preschool teachers towards using information and communication technologies (ICT). International Journal of Research in Education and Science, 2(1), 10-15 https://doi.org/10.21890/ijres.21816
- Lavidas, K., Apostolou, Z., & Papadakis, S. (2022). Challenges and opportunities of mathematics in digital times: Preschool teachers' views. Education Sciences, 12(7), 459. https://doi.org/10.3390/educsci12070459
- Louka, K. (2022). Programming environments for the development of CT in preschool education: A systematic literature review. Advances in Mobile Learning Educational Research, 3(1), 525-540. https://doi.org/10.25082/AMLER.2023.01.001
- Malhotra, P. (2014). Integration of ICT in Teaching and Learning. International Journal of Research, 10, 198-209.
- Mamat, N., Kamarudin, K., Ali, S. R., & Noh, N. M. (2020). The Integration of Information and Communication Technology (ICT) in Teaching and Learning in Government and Private Preschools in Malaysia. International Journal of Academic Research in Business and Social Sciences, 10(11), 104-112. https://doi.org/10.6007/IJARBSS/v10-i11/7881
- Mansour, N. (2008). The experiences and personal religious beliefs of Egyptian science teachers as a framework for understanding the shaping and reshaping of their beliefs and practices about science‐technology‐society (STS). International journal of science education, 30(12), 1605-1634. https://doi.org/10.1080/09500690701463303
- Mercan, Z., Papadakis, S., Can Gözüm, A. İ., & Kalogiannakis, M. (2022). Examination of STEM Parent Awareness in the Transition from Preschool to Primary School. Sustainability, 14(21), 14030. https://doi.org/10.3390/su142114030
- Mertala, P. (2019). Teachers’ beliefs about technology integration in early childhood education: A meta-ethnographical synthesis of qualitative research. Computers in Human Behavior, 101, 334-349. https://doi.org/10.1016/j.chb.2019.08.003
- Neumann, M. M. (2015). Young children and screen time: Creating a mindful approach to digital technology. Australian educational computing, 30(2), 1-15.
- Munyengabe, S., Yiyi, Z., Haiyan, H., & Hitimana, S. (2017). Primary teachers’ perceptions on ICT integration for enhancing teaching and learning through the implementation of one laptop per child program in primary schools of Rwanda. Eurasia Journal of Mathematics, Science and Technology Education, 13(11), 7193-7204. https://doi.org/10.12973/ejmste/79044
- Murithi, J., Yoo, J.E. (2021). Teachers' use of ICT in implementing the competency-based curriculum in Kenyan public primary schools. Innov Edu., 3(5): 1-12.https://doi.org/10.1186/s42862-021-00012-0
- Mwanda, G., Mwanda, S., Midigo, R., & Maundu, J. (2017). Integrating ICT into Teaching and Learning Biology: A Case for Rachuonyo South Sub-County, Kenya. American Journal of Education and Information Technologies, 1, 17-23. https://doi.org/10.11648/j.ajeit.20170102.12
- Nikolopoulou, K., & Gialamas, V. (2015). ICT and play in preschool: early childhood teachers' beliefs and confidence. International Journal of Early Years Education, 23(4), 409-425. https://doi.org/10.1080/09669760.2015.1078727
- Ofcom. (2017). Children and Parents: Media Use and Attitudes Report. London, UK.
- Ogegbo, A. A., & Aina, A. (2020). Early childhood development teachers' perceptions on the use of technology in teaching young children. South African Journal of Childhood Education, 10(1), 1-10. https://doi.org/10.4102/sajce. v10i1.880
- Papadakis, S., & Kalogiannakis, M. (2022). Exploring preservice teachers' attitudes about the usage of educational robotics in preschool education. In Research Anthology on Computational Thinking, Programming, and Robotics in the Classroom (pp. 807-823). IGI Global. https://doi.org/10.4018/978-1-6684-2411-7.ch035
- Papadakis, S., Vaiopoulou, J., Sifaki, E., Stamovlasis, D., Kalogiannakis, M., & Vassilakis, K. (2021). Factors That Hinder in-Service Teachers from Incorporating Educational Robotics into Their Daily or Future Teaching Practice. In CSEDU (2) (pp. 55-63). https://doi.org/10.5220/0010413900550063
- Parette, H. A., Quesenberry, P., & Blum, C. (2010). Missing the Boat with Technology Usage in Early Childhood Settings: a 21st Century View of Developmentally Appropriate Practice. Early Childhood Education Journal, 37(5), 335-343. https://doi.org/10.1007/s10643-009-0352-x
- Petousi, V., & Sifaki, E. (2020). Contextualizing harm in the framework of research misconduct. Findings from a discourse analysis of scientific publications. International Journal of Sustainable Development, 23(3/4), 149-174, https://doi.org/10.1504/IJSD.2020.10037655
- Purnomo H. S., & Rohman, M. G. (2018). Improving teachers' ICT competencies as learning innovations in the digital age]. Seminar Nasional Sistem Informasi (SENASIF), 2, 1487-1494.
- Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code development. Thousand Oaks, CA: SAGE.
- Saprikis, V., & Anastasia, K., & Charitoudi, G. (2019). The Impact of ICT Training on Teachers' Perceptions and Use of the Technology in Education: A case of Greece. Conference: 34th IBIMA Conference. At: Madrid, Spain
- Casillas Martín, S., Cabezas Gonzalez, M., & Garcia Penalvo, F. J. (2020). Digital competence of early childhood education teachers: attitude, knowledge and use of ICT. European Journal of Teacher Education, 43(2), 210-223.
- Anwariningsih, S. H., & Ernawati, S. (2013). Development of interactive media for ICT learning at elementary school based on student self learning. Journal of education and Learning (EduLearn), 7(2), 121-128. https://doi.org/10.11591/edulearn.v7i2.226
- Sunar, P. K., Dahal, N., & Pant, B. (2022). Using digital stories during COVID-19 to enhance early-grade learners' language skills. Advances in Mobile Learning Educational Research, 3(1), 548-561. https://doi.org/10.25082/AMLER.2023.01.003
- Tondeur, J., Van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence. Educational technology research and development, 65, 555-575. https://doi.org/10.1007/s11423-016-9481-2
- Tondeur, J., Van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers' pedagogical beliefs and technology use in education: a systematic review of qualitative evidence. Educational technology research and development, 65, 555-575. https://doi.org/10.1007/s11423-016-9481-2
- Wilson, J. D., Notar, C. C., & Yunker, B. (2003). Elementary In-Service Teacher's Use of Computers in the Elementary Classroom. Journal of Instructional Psychology, 30(4).
- Wong, A. Y., & Daud, K. (2018). ICT Competencies among School Teachers: A Review of Literature. Journal of Education and Learning (EduLearn), 12(3), 376-381. https://doi.org/10.11591/edulearn.v12i3.5579
- Yazıcı Arıcı, E., Keskin, H. K., Papadakis, S., & Kalogiannakis, M. (2022). Evaluation of Children’s Discourses Regarding Imaginary Companion: The Case of Türkiye. Sustainability, 14(24), 16608. https://doi.org/10.3390/su142416608
- Zinger, D., Tate, T., & Warschauer, M. (2017). Learning and teaching with technology: Technological pedagogy and teacher practice. The SAGE handbook of research on teacher education, 577-593. https://doi.org/10.4135/9781526402042.n33