Technology integration for young children during COVID-19: Towards future online teaching

Technology integration for young children during COVID-19: Towards future online teaching

• Hu, Xinyun The Education University of Hong Kong
• Chiu, Ming Ming The Education University of Hong Kong
• Leung, Wai Man Vivienne University of Melbourne
• Yelland, Nicola College of Education, Victoria University, Australia

British Journal of Educational Technology, 2021

Wiley

2021

• F Learning & Teaching
  • FD Application of Communicative Media, IT in Learning & Teaching

COVID-19 Digital Technology Early Childhood Education Online Teaching

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

• View Full Text 全文連結

To support young children's learning during the coronavirus 2019 (COVID-19) pandemic, preschool educators in Hong Kong were required to teach with digital technologies. In this study, 1035 educators from 169 preschools reported their views and practices in an online survey, which we examined via multilevel mixed-response analysis and thematic analysis. More than half of the respondents (53%) expected future online teaching to continue, and only 11% of educators believed that parents would reject this form of delivery. Administrators and teaching assistants were more likely than teachers to expect online preschool teaching to continue in the future. In addition, respondents with existing online platform experience, who taught the upper levels of preschool, or incorporated specific teaching practices (eg, after the online lesson, they assessed children and assigned homework tasks), were more likely than others to expect online teaching in the future. Many of these respondents also reported (a) difficulty with engaging their children when online and (b) inadequate support from parents for learning activities, which reduced the respondents' perceived likelihood of future online teaching. Administrators and teaching assistants were more likely than teachers to believe that parents would accept online teaching in the future. Respondents who felt they had inadequate training to teach online, children in families with inadequate technical skills and parents who believed that online lessons harmed children's well-being, were less likely than others to believe that parents would accept online teaching in the future. These educators believed that online learning communities could connect parents and schools and foster interaction that could help align with educator's support for children's learning needs. Copyright © 2021 British Educational Research Association.

• English

Journal Articles

• 00071013

• 10.1111/bjet.13106

https://bibliography.lib.eduhk.hk/bibs/62431194

2021-07-15