Computers in Early Childhood Classrooms: Experiences of Three Kindergartens in Taiwan
Poh-Hwa Liang, Chaoyang University of Technology, Taiwan
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, USA ISBN 978-1-880094-54-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
This study examined how computers were used in three kindergarten classrooms in Taiwan. The research questions of the study were how computers are integrated into early childhood curriculum? And what is the teacher's role in young children's learning with computers? Classroom observations and teacher interviews were conducted to investigate the research questions. The results reveal that although computers were used in kindergartens, they were not successfully integrated into the curriculum. The emphasis of computer activities was on young children's computer competences, and they used drill and structured software mostly in the classroom. In addition, kindergarten teachers tended to use direct instruction to facilitate young children's learning with computers.
Liang, P.H. (2004). Computers in Early Childhood Classrooms: Experiences of Three Kindergartens in Taiwan. In J. Nall & R. Robson (Eds.), Proceedings of E-Learn 2004--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2385-2390). Washington, DC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved January 22, 2019 from https://www.learntechlib.org/primary/p/11237/.
© 2004 Association for the Advancement of Computing in Education (AACE)
- Brady, E. H., & Hill, S. (1984). Young children and microcomputers: Research issues and directions. Young Children, 39 (3) ,
- Burns, M. S., Goin, L., & Donlon, J. T. (1990). A computer in my room. Young Children, 45(2), 62-68.
- Clements, D. H. (1994). The uniqueness of the computer as a learning tool: Insights from research and practice. In J. L. Wright &
- Cuffaro, H. K. (1984). Microcomputers in education: Why is earlier better? Teacher College Record, 85 (4), 559-568.
- Elkind, D. (1996). Young children and technology: A cautionary note. Young Children, 51(6), 22-23.
- Fatouros, C. (1995). Young children using computers: Planning appropriate learnin g experiences. Australian Journal of Early
- Finegan, C., & Austin, N. J. (2002). Developmentally Appropriate Technology for Young Children. Information Technology in
- Fisher, E. (1993). Characteris tics of children's talk at the computer and its relationship to the computer software. Language and
- Genishi, C., & Strand, E. B. (1990). Contextualizing Logo: Lessons from a 5-year-old. Theory into Practice, 29 (4), 264-269.
- Hannafin, R. D., & Savenye, W. C. (1993). Technology in the classroom: The teacher's new role and resistance to it. Educational
- Haugland, S. W. (1999). What role should technology play in young children’s learning: Part I? Young Children, 54(6), 26-31.
- Haugland, S. W. (2000). What role should technology play in young children’s learning: Part II? Young Children, 55(1), 12-18.
- Mercer, N., & Fisher, E. (1992). How do teachers help children to learn? An analysis of teachers' interactions in computer-based
- NAEYC (1996). NAEYC position statement: Technology and young children-ages three through eight. Young Children, 51 (6),
- Papert, S. (1993). The children's machine: Rethinking school in the age of the computer. New York: Basic Books.
- Patton, M. Q. (1990). Qualitative evaluation and research methods. (2nd ed.) Newbury Park, CA: SAGE.
- Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA:
- Swick, K. J. (1989). Designing computer environments for young children: Toward an extension of their growth. Educational
- Withrow, F. B. (1994). Educational leadership in an information-rich society. In G. Kearsley & W. Lynch (Eds.), Educational
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact firstname.lastname@example.org.