Employing ICTs in Kindergartens in Remote Areas of Jordan: Teachers' Perspectives on Uses, Importance and Challenges

Autor/inn/en	Alomyan, Hesham; Alelaimat, Ali
Titel	Employing ICTs in Kindergartens in Remote Areas of Jordan: Teachers' Perspectives on Uses, Importance and Challenges
Quelle	In: European Journal of Educational Research, 10 (2021) 4, S.2145-2157 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Alomyan, Hesham) ORCID (Alelaimat, Ali)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Foreign Countries; COVID-19; Pandemics; School Closing; Educational Technology; Technology Uses in Education; Kindergarten; Teacher Attitudes; Preschool Teachers; Barriers; Females; Rural Areas; Educational Attainment; Teacher Characteristics; Teaching Experience; Teacher Education; Training; Jordan + Suchen Sie Ihr Suchwort? Ausland; School closings; Schule; Schließung; Schließung (von Schulen); Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Weibliches Geschlecht; Rural area; Ländlicher Raum; Bildungsabschluss; Bildungsgut; Lehrerausbildung; Lehrerbildung; Ausbildung
Abstract	With Coronavirus disease (COVID-19) impacting the way we learn; information and communication technologies (ICTs) play an ever-increasing role in young children's learning making it crucial to understand the importance and challenges of using ICTs in kindergartens from teachers' perspectives. The present study, therefore explored the perspectives of teachers in remote areas of Jordan regarding the degree of ICT use, its importance in kindergartens, and potential challenges. To achieve the objective of the study, a quantitative questionnaire was developed and distributed to 263 female kindergarten teachers in remote areas of Jordan. Results indicated that the degree of use and importance of ICTs from teachers' perspectives was "average". Further, the study identified several challenges that appeared to hinder teachers' use of ICTs in kindergartens. Teachers who held a bachelor degree were significantly more likely to employ ICTs in their teaching than those who did not. Yet, there were no significant differences according to the number of training courses in ICTs and experience teachers had. Recommendations and implications for facilitating the use of ICTs in kindergarten education concluded this paper. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01