Early childhood teachers’ perceived barriers to ICT integration in teaching: a survey study in Mainland China
This paper looked at the barriers to ICT integration in teaching practices from the perspective of Chinese early childhood teachers in Mainland China. A total of 46 Chinese early childhood teachers in Mainland China participated in this study. They were from three early childhood settings located in...
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| Veröffentlicht in: | Journal of computers in education (the official journal of the Global Chinese Society for Computers in Education) 2015-03, Vol.2 (1), p.61-75 |
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| creator | Liu, Xia Pange, Jenny |
| description | This paper looked at the barriers to ICT integration in teaching practices from the perspective of Chinese early childhood teachers in Mainland China. A total of 46 Chinese early childhood teachers in Mainland China participated in this study. They were from three early childhood settings located in three different cities in terms of the administrative division. A self-designed questionnaire was adopted as the research instrument. It was found that a range of first-order barriers, which included lack of hardware (laptops, notebooks, and computers), lack of teaching content and material, as well as lack of pedagogical models were perceived as main barriers by the teachers. However, several second-order barriers, such as lack of teachers’ interest, and lack of teachers’ support were perceived as the least main barriers. Furthermore, the variable “ICT use in daily life” was found play an important role in determining the teachers’ perceptions of barriers both on the overall level and on the specific level. Several recommendations for future practices and research were also provided. |
| doi_str_mv | 10.1007/s40692-014-0025-7 |
| format | Article |
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A total of 46 Chinese early childhood teachers in Mainland China participated in this study. They were from three early childhood settings located in three different cities in terms of the administrative division. A self-designed questionnaire was adopted as the research instrument. It was found that a range of first-order barriers, which included lack of hardware (laptops, notebooks, and computers), lack of teaching content and material, as well as lack of pedagogical models were perceived as main barriers by the teachers. However, several second-order barriers, such as lack of teachers’ interest, and lack of teachers’ support were perceived as the least main barriers. Furthermore, the variable “ICT use in daily life” was found play an important role in determining the teachers’ perceptions of barriers both on the overall level and on the specific level. 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Comput. Educ</addtitle><description>This paper looked at the barriers to ICT integration in teaching practices from the perspective of Chinese early childhood teachers in Mainland China. A total of 46 Chinese early childhood teachers in Mainland China participated in this study. They were from three early childhood settings located in three different cities in terms of the administrative division. A self-designed questionnaire was adopted as the research instrument. It was found that a range of first-order barriers, which included lack of hardware (laptops, notebooks, and computers), lack of teaching content and material, as well as lack of pedagogical models were perceived as main barriers by the teachers. However, several second-order barriers, such as lack of teachers’ interest, and lack of teachers’ support were perceived as the least main barriers. Furthermore, the variable “ICT use in daily life” was found play an important role in determining the teachers’ perceptions of barriers both on the overall level and on the specific level. Several recommendations for future practices and research were also provided.</description><subject>Computers and Education</subject><subject>Debates</subject><subject>Developing countries</subject><subject>Early childhood education</subject><subject>Early Childhood Teachers</subject><subject>Education</subject><subject>Educational Objectives</subject><subject>Educational Technology</subject><subject>Industrialized nations</subject><subject>LDCs</subject><subject>Learning</subject><subject>Preschool education</subject><subject>Preschool Teachers</subject><subject>Researchers</subject><subject>Teacher Improvement</subject><subject>Teachers</subject><subject>Teaching</subject><subject>Teaching Methods</subject><subject>Young Children</subject><issn>2197-9987</issn><issn>2197-9995</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2015</creationdate><recordtype>article</recordtype><sourceid>BENPR</sourceid><recordid>eNp1kEFOwzAQRSMEElXpAdhZYh0Y23Ecs0NRgUpFbMracmK7NQpJsZNK2XENrsdJcBUEK1bzNfPfjOYnySWGawzAb0IGuSAp4CwFICzlJ8mMYMFTIQQ7_dUFP08WIbgKKCY55YTMkm6pfDOieucaves6jXqj6p3x4evjE-2Nr407GI0q5b2LXdR3aFVukGt7s_Wqd10b9QS5dnuLFAqDP5gRhX7Q43H2pFzbqFajMjrURXJmVRPM4qfOk5f75aZ8TNfPD6vybp3WpBB9ikWRgaU5h5rWFcsg08pqKLKc6yK3hFmaFdTaCsAaroAxyzSjlDFdARGazpOrae_ed--DCb187QbfxpOSCErj85gW0YUnV-27ELyxcu_dm_KjxCCP0copWhmjlcdoJY8MmZgQve3W-L_N_0Pfs2R8zQ</recordid><startdate>20150301</startdate><enddate>20150301</enddate><creator>Liu, Xia</creator><creator>Pange, Jenny</creator><general>Springer Berlin Heidelberg</general><general>Springer Nature B.V</general><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7XB</scope><scope>88B</scope><scope>8FE</scope><scope>8FG</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>ARAPS</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>BGLVJ</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>GNUQQ</scope><scope>HCIFZ</scope><scope>M0P</scope><scope>P5Z</scope><scope>P62</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>Q9U</scope></search><sort><creationdate>20150301</creationdate><title>Early childhood teachers’ perceived barriers to ICT integration in teaching: a survey study in Mainland China</title><author>Liu, Xia ; Pange, Jenny</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c289t-19840f3670c3cb5404dafd08467d86f25f3483ffb00fe7a055f5d53355db029d3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2015</creationdate><topic>Computers and Education</topic><topic>Debates</topic><topic>Developing countries</topic><topic>Early childhood education</topic><topic>Early Childhood Teachers</topic><topic>Education</topic><topic>Educational Objectives</topic><topic>Educational Technology</topic><topic>Industrialized nations</topic><topic>LDCs</topic><topic>Learning</topic><topic>Preschool education</topic><topic>Preschool Teachers</topic><topic>Researchers</topic><topic>Teacher Improvement</topic><topic>Teachers</topic><topic>Teaching</topic><topic>Teaching Methods</topic><topic>Young Children</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Liu, Xia</creatorcontrib><creatorcontrib>Pange, Jenny</creatorcontrib><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>ProQuest SciTech Collection</collection><collection>ProQuest Technology Collection</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>Advanced Technologies & Aerospace Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>Technology Collection</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>ProQuest Central Student</collection><collection>SciTech Premium Collection</collection><collection>Education Database</collection><collection>Advanced Technologies & Aerospace Database</collection><collection>ProQuest Advanced Technologies & Aerospace Collection</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central Basic</collection><jtitle>Journal of computers in education (the official journal of the Global Chinese Society for Computers in Education)</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Liu, Xia</au><au>Pange, Jenny</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Early childhood teachers’ perceived barriers to ICT integration in teaching: a survey study in Mainland China</atitle><jtitle>Journal of computers in education (the official journal of the Global Chinese Society for Computers in Education)</jtitle><stitle>J. 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However, several second-order barriers, such as lack of teachers’ interest, and lack of teachers’ support were perceived as the least main barriers. Furthermore, the variable “ICT use in daily life” was found play an important role in determining the teachers’ perceptions of barriers both on the overall level and on the specific level. Several recommendations for future practices and research were also provided.</abstract><cop>Berlin/Heidelberg</cop><pub>Springer Berlin Heidelberg</pub><doi>10.1007/s40692-014-0025-7</doi><tpages>15</tpages><oa>free_for_read</oa></addata></record> |
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| source | Springer Nature - Complete Springer Journals; ProQuest Central |
| subjects | Computers and Education Debates Developing countries Early childhood education Early Childhood Teachers Education Educational Objectives Educational Technology Industrialized nations LDCs Learning Preschool education Preschool Teachers Researchers Teacher Improvement Teachers Teaching Teaching Methods Young Children |
| title | Early childhood teachers’ perceived barriers to ICT integration in teaching: a survey study in Mainland China |
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