Integrating information and communication technologies into the early childhood curriculum: Chinese principals' views of the challenges and opportunities

Integrating information and communication technologies into the early childhood curriculum: Chinese principals' views of the challenges and opportunities

• Li, Hui Faculty of Education, University of Hong Kong

Early Education & Development, 17(3), 467-487, 2006

Lawrence Erlbaum Associates

2006

• F Learning & Teaching
  • FA General Teaching Strategies, Different Instructional Methods
• F Learning & Teaching
  • FD Application of Communicative Media, IT in Learning & Teaching
• D Curriculum
  • DC Pre-Primary Education Programmes
• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers

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

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

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.
[Copyright of Early Education & Development is the property of Lawrence Erlbaum Associates. Full article may be available at the publisher's website:
http://dx.doi.org/10.1207/s15566935eed1703_7]

• English

Journal Articles

• 10409289

• 10.1207/s15566935eed1703_7

https://bibliography.lib.eduhk.hk/bibs/b8aa4170

2010-09-24