The Role of ICT in Early Childhood Education: Scale Development and Research on ICT Use and Influencing Factors

Autor/inn/en	Kerckaert, Stephanie; Vanderlinde, Ruben; van Braak, Johan
Titel	The Role of ICT in Early Childhood Education: Scale Development and Research on ICT Use and Influencing Factors
Quelle	In: European Early Childhood Education Research Journal, 23 (2015) 2, S.183-199 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2015.1016804
Schlagwörter	Early Childhood Education; Influence of Technology; Technology Uses in Education; Influences; Performance Factors; Questionnaires; Preschool Teachers; Teacher Attitudes; Teacher Characteristics; Online Surveys; Predictor Variables; Test Construction; Likert Scales; Factor Analysis; Psychometrics; Technological Literacy; Computer Attitudes; Student Needs; Course Content; Regression (Statistics); Foreign Countries; Belgium + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Influence; Einfluss; Einflussfaktor; Leistungsindikator; Fragebogen; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Prädiktor; Testaufbau; Likert-Skala; Faktorenanalyse; Psychometry; Psychometrie; Technisches Wissen; Kursprogramm; Regression; Regressionsanalyse; Ausland; Belgien
Abstract	Nowadays, more and more authors are convinced that ICT (information and communication technology) in early childhood education provides multiple possibilities for young children. The current study, conducted in Flanders, aims to get a clearer picture of ICT use in Flemish preschools. For this purpose, a questionnaire was composed consisting of newly developed and existing scales. Based on the answers of 232 preschool teachers, two types of ICT use are distinguished in early childhood education, "ICT use supporting basic ICT skills and attitudes", and "ICT use supporting contents and individual learning needs". "ICT use supporting basic ICT skills and attitudes" occurs more frequently and is related to the grade of the preschoolers, teachers' self-perceived ICT competences and the number of years of experience with ICT at school. "ICT use supporting contents and individual learning needs" is strongly related to the grade of the preschoolers, teachers' self-perceived ICT competences, ICT professional development and teachers' attitudes towards the possibilities of ICT for teachers in early childhood education. This indicates that professional development is a crucial factor in stimulating ICT use that transcends teaching basic ICT skills and attitudes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01