Integrating Information and Communication Technologies into the Early Childhood Curriculum: Chinese Principals' Views of the Challenges and Opportunities

Autor/in	Li, Hui
Titel	Integrating Information and Communication Technologies into the Early Childhood Curriculum: Chinese Principals' Views of the Challenges and Opportunities
Quelle	In: Early Education and Development, 17 (2006) 3, S.467-487 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1207/s15566935eed1703_7
Schlagwörter	Teaching Methods; Foreign Countries; Questionnaires; Learning Processes; Principals; Information Technology; Children; Educational Technology; Early Childhood Education; Technology Integration; Instructional Innovation; Kindergarten; Program Implementation; Parent Role; Educational Resources; Administrator Attitudes; Problems; Surveys; Hong Kong + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Fragebogen; Learning process; Lernprozess; Principal; Schulleiter; Informationstechnologie; Child; Kind; Kinder; Unterrichtsmedien; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Educational Innovation; Bildungsinnovation; Parental role; Elternrolle; Bildungsmittel; Problemsituation; Survey; Umfrage; Befragung; Hongkong
Abstract	This study investigated the challenges and opportunities associated with the introduction of information and communication technologies (ICT) into the early childhood curriculum in Hong Kong kindergartens. Thirty-one principals completed questionnaires before they implemented a new curriculum initiative plan that involved the integrating of ICT into children's learning activities. They completed the same questionnaire and were interviewed within 1 month after they had implemented the curriculum. Findings indicated that the main problems were as follows: the low level of teachers' ICT competence, hardware and software problems, the lack of resources and technical support, and parental level of ICT competence. In-service training was regarded as the pivotal solution to these problems. The 5 levels of ICT transformation of the educational and learning processes (Mooij & Smeets, 2001) were evident in the participating schools. Most of the principals admitted that they were just "technology learners" (Yee, 1999), with regard to their information technology leadership. Sociocontextual accounts and implications of these findings are discussed. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc. 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579; Tel: 201-258-2200; Fax: 201-236-0072; e-mail: journals@erlbaum.com; Web site: https://www.LEAonline.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10