European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
Volume 3 │Issue 5│2017
doi: 10.5281/zenodo.439103
THE FORMATION OF PRE-SERVICE EARLY CHILDHOOD
EDUCATORS’ PERCEPTIONS ABOUT ICT USE IN
EARLY CHILDHOOD EDUCATION AFTER AN
EXPERIENTIAL APPROACH
Michael Vitoulisi
Department of Early Childhood Care & Education,
A.T.E.I. of Thessaloniki, P.O BOX 141, GR - 57400,
Thessaloniki, Greece
Abstract:
This research focuses on the views of the pre-service early childhood educators
concerning the use and exploitation of computers in preschool children's education. It is
attempted through this research to capture their perceptions before the attendance of a
relevant laboratory course and it is compared with the formation of their views after the
attendance of this course. During the laboratory course, students contact and interact
with children of preschool age, ones that are occupied with computers, in order to gain
a biomatic experience. Their views, initially, are recorded as cautiously positive, though
it appears to be independent of their degree of familiarity with the use of computer.
After gaining the experience with children, their views are configured as positively
reinforced. The result suggests that the biomatic experience and the contact with
children help future early childhood educators in shaping positive attitudes with regard
to tνκ usκ of θomputκrs in prκsθνool θνilιrκn s κιuθation.
Keywords: early childhood, education, educators, computers, attitudes, information
and communication technology (ICT), theory of experience
1. Theoretical Framework
The rapid development of new technologies and their diffusion in society, has as a
result the phenomenon that computers are available and accessible for children of
Copyright © The Author(s). All Rights Reserved.
© 2015 2017 Open Access Publishing Group
22
Michael Vitoulis
THE FORMATION OF PRE-SERVICE E‚RLY CHILDHOOD EDUC‚TORS PERCEPTIONS ‚‛OUT
ICT USE IN EARLY CHILDHOOD EDUCATION AFTER AN EXPERIENTIAL APPROACH
preschool age from the early stages even in the age of this spectrum (Jordan and
Woodard 20
Lκκ anι O Rourπκ
Li anι ‚tπins
Robinson
.
Studies from the international environment note that while in education the
exploitation of computers spreads rapidly, does not happen the same in early childhood
education, where the diffusion rates are slower (Hill 2010; McCarrick and Li 2007;
Plowman and Stephen 2003). However, a growing body of research data concerning
θasκs of instruθtional usκ of θomputκrs in prκsθνool θνilιrκn s κιuθation Sκμκrs anι
Verhoeven 2003). In parallel, it has begun to be recognized the dimension of the value
of computers as a tool for knowledge (Forcier and Descy 2002; Jonassen 2000; Klein et
al. 2000). Research evidence supports the positive impact of computers in the
educational process as it appears that the interaction of children with the appropriate
software enhances creative thinking, and also helps to form a positive attitude towards
the learning process (McCarrick and Li 2007). Similarly, the use of computers
strengthens the active participation of children in the learning process (Yelland 2005)
.The use of computers by children enhances their ability in problem solving and
structural knowledge (Haugland 1992), facilitates the understanding of abstract
concepts and enhances non-verbal skills (Haugland 1992), improves the ability of
abstract thinking (Nir-Gal and Klein 2004), and can also enhance the memory ability of
children (Haugland 2000, 1992).
The educator with the assistance of computers and by adjusting his/her
educational role enhances the cognitive abilities of the child, as the use of computers
with the intervention of the adult seems to have positive effects (Nir-Gal and Klein
2004). Generally, it appears that the appropriate integration of ICT in preschool
education can enhance almost all sectors and disciplines of preschool education
(Brooker and Siraj-Blatchford 2002; Plowman and Stephen 2003). Moreover, there is
research evidence to suggest that young children become rapidly familiar with the ICT
(McKenney and Voogt, 2009). Of course, some maintain a critical position concerning
the growing movement towards the dissemination of ICT in early childhood education,
noting their potential unsuitability (Cordes and Miller 2000), while there are those who
argue that children at this age should be concerned with "concrete-tangible" material,
considering computers as inappropriate because they require symbolic thinking (Fein et
al. 1987; Lee and Houston 1986).
However, criticism constantly weakens while it is promoted the development of
a common rational and of an appropriate use of computers in preschool education
(Gimbert and Cristol, 2004; NAYEC, 1999; Plowman and Stephen, 2003; Yelland, 2005).
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ICT USE IN EARLY CHILDHOOD EDUCATION AFTER AN EXPERIENTIAL APPROACH
2. Literature review
Dκspitκ tνκ sprκaι of ICT in younμ θνilιrκn s κvκryιay lifκ, tνκ inθlusion and
integration of the use of ICT in early childhood education and care of preschool
children, still is treated as an innovative project (Gialamas and Nikolopoulou 2010).
Survκys sνow tνat tκaθνκrs viκws νavκ a stronμ impaθt on tνκ way tνκy tκaθν anι tνκir
options, when they will be called upon to teach in the classroom (Charlesworth et al.
1993; Clark and Peterson 1986; Fang 1996; Lara-Cinisomo, Sidle Fuligni, Daugherty,
Howes, &Karoly 2009; Palenzuela 2004; Stipek and Byler 1997; Vartuli 1999). The study
also of the modulation scheme of the views of teachers can improve the educational
work they produce (Maxwell et al. 2001; OECD 2009). Generally, it has been proved that
tνκ κιuθators pκrθκptions arκ an important κlκmκnt in tνκ suθθκss of innovations or
reforms in education (Fullan, 1993), because these perceptions largely determine
whether the educators will use ICT in the educational process (Ma et al. 2005).
Several research activities relating to the detection of the views of early
childhood educators on the integration of computers in early childhood education have
been previously attempted (Angeli 2004; Chen and Chang 2006; Gialamas and
Nikolopoulou 2010; Kalogiannakis 2010; Kiridis et al. 2004; Tsitouridou and Vryzas
2004; Zaranis and Oikonomidis 2009). Generally, the sense of insecurity and fear
concerning the integration and use of ICT in education is reflected (Tsitouridou and
Vryzas 2004; Zaranis and Economides 2005), while elsewhere the use of ICT in the
teaching process is treated with caution (Economides and Zaranis 2010). Compared to
the views of Greek teachers at other levels the positive attitude is at a lower level to
teachers of preschool education (Jimoyiannis and Komis 2007). According to research
data concerning early childhood educators, it seems that computers thought to be (or
treated) as a useful, supportive tool, as well as a tool of enrichment forpre-sθνoolκrs
learning, while it is expressed the intention to be used in the kindergarten (Sivropoulou
et al 2009). Other surveys show that computers are welcomed mainly from the part of
which they are faced as a means of administrative support and less as an educational
tool (Gialamas and Nikolopoulou 2010). The formation of positive views is influenced
by variables such as familiarity and confidence felt by teachers themselves with
computers (Afshari et al. 2009; Albirini 2006; Bingimlas 2009; Gialamas and
Nikolopoulou 2010; Jimoyiannis and Komis 2007; Tsitouridou and Vryzas 2003; Zaranis
and Oikonomidis 2014), while the experience is inversely correlated to the positive
attitude (Gialamas and Nikolopoulou 2010; Jimoyiannis and Komis 2007). However to
familiarize educators with the basic principles of computers during their studies is not
enough for them to teach in the kindergarten with computers (Selinger 2001; Wetzel,
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Michael Vitoulis
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ICT USE IN EARLY CHILDHOOD EDUCATION AFTER AN EXPERIENTIAL APPROACH
Wilhelm, and Williams 2004). The education of future teachers concerning the use of
computers in education is critical to the successful use of ICT in education
(Kalogiannakis 2010; Wedman and Diggs 2001; Wheeler 2001). As Dewey has pointed
(1938) to his approach in "The Need of a Theory of Experience", educators must
recognize and understand the connection between education and personal experience.
Dewey believes that any new education must be committed to some form of empirical
and experimental philosophy. It is therefore proposed for the teachers to acquire
experiential knowledge during their professional preparation (Schon 1996).
It is accepted that the views of prospective teachers influence the attitude they
will keep when they will take an active role in education on the issue of inclusion of ICT
in their educational work (Sime and Priestley 2005). In this context there have been
made researches with students of early childhood educational studies, in which positive
opinions were expressed regarding the use of computers in early childhood education
(Kyridis et al. 2004). However, it seems that students find it difficult to cope with the
technology as part of their future relationship with infants (Angeli 2004), or that despite
the familiarity they feel to the ICT (variable that would be expected to correlate with the
configuration of a very positive view), lack of educational experience makes them more
modest (compared to the experienced kindergarten teachers) and cautious in the
formation of the expected positive attitude based on their familiarity with ICT
(Gialamas and Nikolopoulou 2010). We are counting on research data which show that
the educators' perceptions are formed through their existing views, their direct
experience and their professional studies {professional in-service training courses}
(Palenzuela 2004). Prospective educators during their studies bear plenty of
unconfirmed views on education (Bullough and Gitlin 2001; Raths 2001). The views that
are formed during their studies and withstand the early years of educational experience
are crucial for their educational profile to develop during their careers (Richardson
1996). There are results which show that the training of students during their university
education is very important in determining their attitude towards ICT (Wedman and
DIggs 2001; Zaranis and Oikonomidis 2014).
We take into account the view that "caution" and "weakening" of positive
attitude seems to be associated with preconceived negative views associated with
sensitivity of addressing early childhood. We therefore consider very interesting to shift
the research focus of views on teachers invited to train children even younger detecting
their views.
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THE FORMATION OF PRE-SERVICE E‚RLY CHILDHOOD EDUC‚TORS PERCEPTIONS ‚‛OUT
ICT USE IN EARLY CHILDHOOD EDUCATION AFTER AN EXPERIENTIAL APPROACH
3. Methodology
3.1 Research Framework
The survey was attempted to future teachers in their studies at the Department of
Preschool Education. The sample consisted of 157 students who attended the course of
the first semester (154 women and 3 man), during two academic years. As data
collection tool was chosen the questionnaire, which was updated by the students at the
beginning and at the end of monitoring the laboratory. During the laboratory course
students, after having experienced a wide range of educational software for preschool
children, they were asked to contact and interact with children aged 3-5 years, outside
the laboratory, using software of their choice (within the range of software that
experienced under the monitoring of the laboratory). The aim was to raise children's
experiences of interaction with computers under the guidance of an adult.
The sample was only 157 students from a total of 228 students who attended the
workshop, on the basis that they managed to have sufficient experience of the
interaction between preschool children and computers.
The research aims to:
a) record the data on the familiarity of future educators with the ICT and how these
affect their views. At the same time, the research detects the views of future
educators on the integration and use of ICT at an early age range of early
childhood education.
b) examine whether the training in the field of utilization of ICT to preschool
education affects the change of their perceptions, particularly on whether the
experience, i.e. the experience of the interaction of students with children
younger than five years who with their guidance contacted with the computer
and exploited an appropriate educational software.
3.2 Questionnaire
The questionnaire included questions of closed type that are characterized by
aggregation of two kinds, demographic questions related to literacy profile with the ICT
according to the students' self-esteem and questions of detection of perceptions. In
questions concerning perceptions, future preschool educators were interviewed in a 5
numbered scale type Likert (Javeau, 1996), with the matching "1 =" Not at all, 2 = 'bit', 3
= 'Enough', 4 = 'Very', 5 = 'Great' ", which responded to the installation" To what extent
do you believe that.... ".
The questionnaire was e-type, anonymous and constructed to support the
implementation of Google Forms. According to the rationale of the survey was asked by
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the students to complete the questionnaire at the beginning of the laboratory course, to
attend the workshop along with the living experience of contact with the children and
with the completion of the course to fill again the same questionnaire, so as to reflect the
potential change of their views as a result of their training combined with their
experience. In order to match the questionnaires of each subject, each of the participants
created her/his own code, which was used in the initial and final questionnaire.
4. Research's Results
Table 1 depicts the familiar profile of students of the use of the computer. As a result of
the rapid development of the spread of ICT we observe that 97.4 % possess a computer.
The 42.9% has already started the contact with computers from high school. 65.8 %
daily deals over 1 hours with the computer. The computer is seen primarily as a means
of communication and entertainment, and find the most appropriate working tool
rather than a toy. The self-concept of familiarity with the computer corresponds to the
moderate level of 50.3 %, while above the moderate levels considers that it moves the
47.7 %. After an adjustment from individual elements reference, the resulting degree of
familiarity only 19.1% seems to be familiar to levels below the moderate ones, while
26.2% seems to have greater familiarity.
It seems that the spread of ICT in society now creates the fact of preexisting
students' familiarity with ICTs who are oriented to the studies of preschool teacher.
Table 1:Questions of the familiarity profile with the use of ICT
Question
Do you hold a
computer at
home?
From what age
do you use a
computer?
How often do
you use the email?
How often do
you use the
Skype?
How often do
you use the
Facebook?
Mean: day use of
the computer
How do you face
computers
Yes
97,4 %
Preschool
Distribution of the answers
No
2,6 %
Secondary
School
42.3 %
Sometimes
31.6 %
High School
0.6 %
10.9 %
Never
7.2 %
Primary
School
46.2 %
Seldom
29.6 %
Often
27.0 %
Veryoften
4.6 %
Never
35.9 %
Seldom
17.9 %
Sometimes
23.7 %
Often
17.3 %
Very often
5.1 %
Never
9.6 %
Seldom
4.5 %
Sometimes
9.6 %
Often
38.2 %
Very often
38.2 %
Seldom
Some days
7.7 %
As an entertainment
mean in general
85.4 %
10’ – 30’/ day
6.5 %
As a mean of
communication
89.8 %
30’ – 1/day.
20.0 %
Mainly for
games
36.9 %
> 1 hour/day
65.8 %
As a working
tool
65.6 %
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In what degree do None
you believe that
you are familiar
with computers
* Degree of
None
familiarity with
0%
computers
* Statistical adjustment of data
Low
1.9 %
Medium
50.3 %
High
41.9 %
Very High
5.8 %
Low
1,2 %
Medium
17,9 %
High
54,8 %
Very High
26,2 %
In order to examine whether the degree of familiarity with ICTs affects the attitudes of
students on the issue of the use of computers in early childhood education it was tested
the correlation between the confidence that indicate and the degree of familiarity with
the computer with their views before and after the completion of the course. In terms of
statistical inference, and as was checked the validity of the basic conditions of
application, was made use of the non-parametric statistical testing of the comparison of
the percentages of categorical bivariate. Specifically was applied the statistical
technique of correlation between two variables (Crosstabs), in accordance with the
statistical criterion x2 by Pearson, with the significance p <0,05, and association steps,
suθν as tνκ valiιity of tνκ θorrκlation ratio γ
Gamma in rκlation to tνκ siμn of tνκ
inικx γ . ‚s a rκmarπablκ θorrκlation bκtwκκn tνκ variablκs is accounted the level of
powκr faθtor γ ≥ ,
Coνκn anι Manion,
siμnifiθanθκ for all valuκs was p> ,
. ‚ll θorrκlation pairs laθπ of statistiθal
α γ< , . ‚θθorιinμ to tνκ statistiθal rκsults tνκrκ
is no correlation between the views of students and their degree of familiarity with the
use of computer, nor also between the views of students and between the views of
students and the degree of confidence that declare how they feel about the use of
computers. Therefore, in the current research, none of these two variables is proved to
affect the formation of the views of students.
According to the results on the views of students, displayed in Table 2, positive
perceptions were observed that are characterized by cautiousness, since the point of
view "Great" is rarely found. Similarly, although not adopted, the possible risks or
potential negative effects of using NT in this sensitive age are not discarded also
completely. The following opinions are adopted with cautiousness: the benefits of
computing (question 2), the possible unhealthy effects (question 5), the difficulty for the
child to respond to the two-ιimκnsional sθrκκn quκstion
, tνκ νarm of tνκ θνilι s
"sentimentality" (question 15), and the risk of diminish the role of the teacher (question
16).
More enhanced arise the attitudes: of the frequency of contact of children with
computers (question 1), of dealing with computing as a chance for learning (question 3),
the necessity of existence of computer in every Preschool Centre which is accessible by
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ICT USE IN EARLY CHILDHOOD EDUCATION AFTER AN EXPERIENTIAL APPROACH
children (question 6), children's ability to respond to simple software suitable for their
age (question 8), the effect on the children's creativity (question 9), to the risk of
computers to substitute other important activities (question 10), the risk of children's
isolation (question 14), the view that computers are a tool for adults incompatible to the
nature of children (question 17 & 11).
Despite the positive attitude, the view of the students clearly strengthened after
experimental intervention in cases: of recognition of the advantage for the learning and
educational process (question 4), the view that the computer gives children pleasure
(question 7), and the opinion that children possess the cognitive development to
interact with computers (question 13).
Table 2:Questions related to the Perceptions
Mean*
Before
3.26
Mean
After
3.68
2. Is the occupation useful?
3.09
3.70
t= -9.56, df=151, p=0,000
3. Is it a chance for learning?
3.68
4.13
t= -7.16, df=149, p=0,000
4. It is advantageous for the learning and
educational process?
3.81
4.07
t= -4.51, df=150, p=0,000
5. NO to the use of computer because of possible unhealthy
effects?
6. In every Preschool Centre there should be a computer
accessible by children?
2.91
2.79
t= 2.77, df=153, p=0,006
3.40
3.75
t= -5.41, df=153, p=0.000
7. Will the child be happy by using a computer?
3.98
4.63
t= -7,24, df=153, p=0.008
8. Are children able to respond to simple software suitable
for their age?
3.56
3.71
t= -3.33, df=151, p=0.001
9. Do computers cultivate children's creativity?
3.55
3.,82
t= -5.14, df=151, p=0.000
10. Risk of computers to substitute other important activities?
11. Computers deprive the child ‘childishness’.
3.54
3.36
3.64
3.38
t= -2.85, df=150, p=0.005
t= -.631, df=150, p=0.529
12. Hard for the child to respond to the two-dimensional
screen?
13. Children do not possess the cognitive development to
interact with computers.
14. The occupation with computers isolates and prevents
child’s socialization?
15. The occupation with computers harms
the child’s "sentimentality"?
16. The occupation with computers reduce,
diminish the role of the teacher?
2.53
2.15
t= 6.17, df=151, p=0.000
1.59
1.55
t= 1.61, df=151, p=0.109
3.27
3.18
t= 3.07, df=149, p=0.003
2.76
2.68
t= 2.02, df=151, p=0.045
2.46
2.25
t= 4.07, df=152, p=0,000
Questions
1. Do children contact with computers?
European Journal of Education Studies - Volume 3 │ Issue 5 │ 2017
Mean Comparison Paired
Sample T-test
t= -8.597, df=151, p=0,000,
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ICT USE IN EARLY CHILDHOOD EDUCATION AFTER AN EXPERIENTIAL APPROACH
17. Computers are a tool for adults -children’s occupation
with computers is incompatible to their nature?
2.78
2.57
t= 4.32, df=152, p=0.000
* Mean = Mean from 5-point scale
In order to examine whether the degree of familiarity with ICTs affects the students'
attitude on the issue of the exploitation of computers in early childhood education, was
tested the correlation between the confidence they indicate and the level of familiarity
with computers with their views before and after the completion of the course.
As shown in Table 2, after participation in lab classes and living experience in practice,
the results were as follows:
It is worth to be mentioned that positively reinforced perceptions/attitudes in
cases of corresponding to questions 1,2,3,4,6,7, 9, 12 & 14 which positively affect their
attitudes towards ICT use in the learning process. Accordingly, it appears to further
weaken the negative aspects such as those corresponding to questions 5, 12, 14, 16 & 17,
which supported by statistical significance (p<0,005). Particularly intense is the shift in
views concerning whether and in which degree children are coming into contact with
the computer in this age (question 1), how useful is this occupation (question 2), the
degree of happiness that gives to the child the occupation with the computer (question
7), the degree of difficulty faced by the child in order to respond to the two-dimensional
screen (question 12).
5. Discussion
The use of ICT in early age preschool education takes innovative dimension in relation
to the traditional representations of the role of early childhood educator, making the
perception of the role more complicated, an element that justifies the caution being
recorded, which is not associated with a lack of familiarity the ICT with or sense of
insecurity among students.
The beliefs of individuals are dynamic and are constantly changing as they are
affected by their experiences (Thompson 1992). Information and training help to
redefine the attitude of the pre-service educators (Savenye et al. 1992), especially when
it is supported by positive experiences (Mueller et al. 2008; Teo 2009). It has been
already supported the positive impact of personal experience to teacher education,
which forms teachers' intentions for education (Schon 1996). Especially in preparing
future educators during their studies, for using ICT in the educational process, should
not be a theoretical updating of technology, but should involve practical application of
teaching scenarios with the use of technology (Afshari et al. 2009; Albirini 2006;
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Zaranisand Oikonomidis, 2014; Bingimlas 2009; Zaranis and Oikonomidis 2014). In our
case, the training in the field which was enhanced by the experience and the actual
implementation seems to have helped students to overcome prejudices and concerns
related to the view that the early age of children makes the use of ICT inappropriate. It
was also shown that future educators began to become familiar with the special
character that the use of ICT gives to their role. Our research evidence moves parallel to
the findings of Gialamas and Nikolopoulou (2010), where the caution in students'
attitude is attributed to the lack of educational experience and not to their
familiarization with ICTs.
In this research, the experience, the contact of students with children of 3-5 years
of age who interacted under their direction with the computer, seems that it fueled the
studentsby positive experience which enhanced their positive view and halted in a
distinct level of skepticism.
It is typical their repositioning on the assumption that children have largely a
contact with the ICT, that the impact of engagement is positive, they rejoice when they
are dealing with the computer, and respond with ease to the two-dimensional screen
content. Concluding is deduced that the experience contributed greatly to the students
in order to redefine their reservations and deal more positive the aspect of the use of
ICT in their educational work.
In the above discussion are highlighted some limitations of this study such as the
limited statistical sample derived from a specific Technological Educational Institute
and the local dimension of research in the city of Thessaloniki in Greece.
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ICT USE IN EARLY CHILDHOOD EDUCATION AFTER AN EXPERIENTIAL APPROACH
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