Pre-service kindergarten teachers’ perceptions and attitudes towards ICT in the classroom
Parody Merino, María (2017-06-01)
M. Parody Merino
01.06.2017
© 2017 María Parody Merino. Tämä Kohde on tekijänoikeuden ja/tai lähioikeuksien suojaama. Voit käyttää Kohdetta käyttöösi sovellettavan tekijänoikeutta ja lähioikeuksia koskevan lainsäädännön sallimilla tavoilla. Muunlaista käyttöä varten tarvitset oikeudenhaltijoiden luvan.
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-201706022424
https://urn.fi/URN:NBN:fi:oulu-201706022424
Tiivistelmä
The aim of this study is, first, to analyse how pre-service teachers perceive ICT as a tool that supports learning and their attitudes towards ICT. Analysing how pre-service kindergarten teachers see technology in the classroom. I seek to find challenges when pre-service kindergarten teachers believe technology might impede their teaching, problems that can cause the use of it and limitations. Discover what their negative and positive perceptions towards ICT are and their general impression about ICT.
I explore and detect the differences between students’ attitudes from first year and after the first year of their studies. In this point, I analyse students from first year and the rest of the year at the same time, not before and after a course.
The study was conducted using a sample collected from the Early Childhood Education Faculty from University of Oulu, Finland. The number of participants was 46 and the instrument, which was carried out, was a questionnaire with 19 questions in a likert scale type from 1 (Disagree) to 5 (Agree) and 4 open-ended questions where participants could answer in a short paragraph. The questionnaire was created based on previous studies, which were focused on the same research topic as this one.
The results show that pre-service kindergarten teachers have, in general, a positive perception and attitude towards ICT, excluding some specific aspects. However, there was a big amount of participants who could not position themselves in one extreme of the opinion. There are not big differences in perceptions and attitudes towards ICT between first year students and students who are not in first year.
The conclusions of this study highlight that pre-service kindergarten teachers do not have a strict opinion towards ICT but they find technology beneficial in kindergarten classrooms. They are optimistic and positive towards the use of ICT and at the same time, willing to learn about the implementation and use of ICT in kindergarten classrooms. On the other hand, most of the participants fear the lack of resources or skills as a factor that will impede or challenge them on the use of ICT in the classroom.
This research might help future researches on the area of kindergarten teacher training and how to model ICT or Media Education courses in future curricula. Another suggestion for future researchers is to focus on the main issues that teachers do not use ICT in the classroom or taking parents and children’s perceptions and attitudes into consideration.
I explore and detect the differences between students’ attitudes from first year and after the first year of their studies. In this point, I analyse students from first year and the rest of the year at the same time, not before and after a course.
The study was conducted using a sample collected from the Early Childhood Education Faculty from University of Oulu, Finland. The number of participants was 46 and the instrument, which was carried out, was a questionnaire with 19 questions in a likert scale type from 1 (Disagree) to 5 (Agree) and 4 open-ended questions where participants could answer in a short paragraph. The questionnaire was created based on previous studies, which were focused on the same research topic as this one.
The results show that pre-service kindergarten teachers have, in general, a positive perception and attitude towards ICT, excluding some specific aspects. However, there was a big amount of participants who could not position themselves in one extreme of the opinion. There are not big differences in perceptions and attitudes towards ICT between first year students and students who are not in first year.
The conclusions of this study highlight that pre-service kindergarten teachers do not have a strict opinion towards ICT but they find technology beneficial in kindergarten classrooms. They are optimistic and positive towards the use of ICT and at the same time, willing to learn about the implementation and use of ICT in kindergarten classrooms. On the other hand, most of the participants fear the lack of resources or skills as a factor that will impede or challenge them on the use of ICT in the classroom.
This research might help future researches on the area of kindergarten teacher training and how to model ICT or Media Education courses in future curricula. Another suggestion for future researchers is to focus on the main issues that teachers do not use ICT in the classroom or taking parents and children’s perceptions and attitudes into consideration.
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