FULL REFERENCE: Anderson, R. and Toh-Heng, H.L. (2019). Factors influencing the use of digital technology in early childhood education. NZ International Research in Early Childhood Education Journal, 22(1), 31-45.
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ABSTRACT: Abstract
Although digital technology in early childhood classrooms can support the delivery of quality and relevant programs to young children in today’s digital world, a few studies have shown that some early childhood teachers are concerned about integrating such technology into their classrooms. While these studies have been conducted in the United States and Turkey, no such studies have been undertaken in Singapore. To understand how early childhood educators in Singapore use digital technology and the barriers they face in integrating it into their classrooms, a case study research comprising interviews with 35 early childhood educators in Singapore was conducted. The study found that while teachers had some concerns about the use of digital technologies in early childhood classrooms, they agreed that its informed use in those classrooms could enhance children’s learning, cater for diversity, and provide a learning tool relevant for today’s society. The study recommended professional development for teachers on how to incorporate the play-based use of digital technologies in classrooms and early childhood settings.
KEY WORDS:: Digital technology, learning, early childhood education, Singapore.
INTRODUCTION
Research has shown that while there is increasing access, there is also often limited use of digital technologies in early childhood classrooms (National Association for the Education of Young Children [NAEYC], 2012). Digital technology may include laptop and desktop computers, touch screen tablets, smartphones, televisions, children’s toys and other physical devices to retrieve, create, store and process all forms of electronic data (Early Childhood Australia, 2018). Although digital technologies in early childhood classrooms can support the delivery of quality and relevant programs to young children in today’s tech-connected world (Kermani & Aldemir, 2015; Parette, Quesenberry, & Blum, 2010), some teachers may face intrinsic and extrinsic barriers in integrating technologies into their pedagogy (NAEYC, 2012.)
