Pre-Service Early Childhood Teachers' Attitudes and Intentions: Young Children's Use of ICT

Autor/inn/en	Dong, Chuanmei; Xu, Qianqian
Titel	Pre-Service Early Childhood Teachers' Attitudes and Intentions: Young Children's Use of ICT
Quelle	In: Journal of Early Childhood Teacher Education, 42 (2021) 3, S.203-218 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dong, Chuanmei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2020.1726843
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Young Children; Student Attitudes; Intention; Educational Technology; Technology Uses in Education; Foreign Countries; Preschool Education; Preschool Teachers; Ownership; Self Efficacy; Technological Literacy; Early Childhood Teachers; Incidence; China + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Frühe Kindheit; Schülerverhalten; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Eigentum; Self-efficacy; Selbstwirksamkeit; Technisches Wissen; Early childhood; Early childhood education; Teacher; Teachers; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Vorkommen
Abstract	Pre-service early childhood teachers (PECTs) are expected to support young children's engaged and meaningful use of ICT for early learning and development. Unless teachers believe that ICT is beneficial for young children, they will be unable or unwilling to encourage and support children's use of ICT in educational environments. This paper aims to uncover PECTs' attitudes and intentions regarding young children's use of ICT through a survey on 410 PECTs in a Chinese university. The majority of the PECTs had low positive perceptions of the role of ICT for young children, whereas they expressed great willingness to support young children's use of ICT. There are considerable parameters which influence both PECTs' attitudes and intentions: ICT ownership and daily use, the frequency of ICT use, ICT professional learning or training and ICT skills. Implications for PECTs teacher education preparation were discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01