Ready, Steady … Pause: Integrating ICT into Shanghai Preschools

Autor/inn/en	Dong, Chuanmei; Newman, Linda
Titel	Ready, Steady … Pause: Integrating ICT into Shanghai Preschools
Quelle	In: International Journal of Early Years Education, 24 (2016) 2, S.224-237 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2016.1144048
Schlagwörter	Preschool Education; Information Technology; Foreign Countries; Technology Uses in Education; Technology Integration; Early Childhood Education; Preschool Teachers; Young Children; Preschool Children; Teacher Attitudes; Interviews; Teaching Methods; Academic Achievement; Questionnaires; Classroom Observation Techniques; Technological Advancement; Mixed Methods Research; Case Studies; Influence of Technology; Computer Uses in Education; Family Environment; China (Shanghai) + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Informationstechnologie; Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Frühe Kindheit; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Lehrerverhalten; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Fragebogen; Technological development; Technologische Entwicklung; Case study; Fallstudie; Case Study; Computernutzung; Familienmilieu
Abstract	Western research over the last decade has shown that early childhood (EC) teachers' perspectives on the role of Information and Communication Technologies (ICT) in the early years strongly shape young children's experiences in educational settings and affect the integration of ICT into the classroom. The research in China is scant however. This article reports a study of Chinese EC teachers' views on the use of ICT in preschools. Data consist of illustrative original quotations generated from interviews with four teachers, as part of a larger study. This study shows that Chinese preschool teachers had an emerging understanding about social and technological impacts on the use of ICT in early childhood education (ECE), but they recognised the value of ICT for young children and themselves in a limited way. This restrained young children's active and meaningful use of ICT for early learning and development. We argue that there is a need to develop explicit ICT polices and curriculum guidelines for the ECE system that emphasise young children's active and creative use of ICT for early learning and development, and better support teacher learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01