Integrating Information and Communication Technologies into the Early Childhood Curriculum: Chinese Principals' Views of the Challenges and Opportunities
Early Education and Development Volume 17, Number 3, ISSN 1040-9289
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.
Li, H. (2006). Integrating Information and Communication Technologies into the Early Childhood Curriculum: Chinese Principals' Views of the Challenges and Opportunities. Early Education and Development, 17(3), 467-487.
- Administrator Attitudes
- early childhood education
- educational resources
- educational technology
- Foreign Countries
- information technology
- Instructional Innovation
- Learning Processes
- Parent Role
- Program Implementation
- teaching methods
- technology integration
Cited ByView References & Citations Map
Jyh-Chong Liang, National Taiwan University of Science and Technology; Ching Chai & Joyce Koh, Nanyang Technological University; Ching-Ju Yang & Chin-Chung Tsai, National Taiwan University of Science and Technology
Australasian Journal of Educational Technology Vol. 29, No. 4 (Sep 22, 2013)
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