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This research aims to investigate what
lessons may be learnt from ICT integration approaches in ECE settings through
a series of explorative case studies in Greater Glasgow, Scotland (four
preschools between Glasgow City and East Dunbartonshire). In particular, the
research also takes into consideration practitioners’ perspectives in order
to create a better understanding of key factors that affect practitioners’
ICT integration at the micro-system of the ECE playroom. This purpose allows
for a set of guidelines for effective ICT integration to be suggested that
will be of interest to the global ECE community. In drawing the collected
data together, within the framework of Bronfenbrenner’s ecological systems
theory, a range of linear and non-linear factors at the micro-level
(teachers’ pedagogical beliefs, confidence, technological pedagogical
knowledge), meso-level (local school policy, leadership, support) and
macro-level (national ECE curriculum and national ICT policy) were identified
that influence practitioners’ use of ICT in the playroom.
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Aim
This research
study aims to investigate what lessons may be learnt from ICT integration approaches
in the Saudi Arabian and Scottish ECE sectors. In particular, it takes into
consideration teachers’ perspectives in order to explore some of the key
factors that shape their attitudes to ICT, as well as appreciating how these
attitudes affect varying integration levels of technology into the
micro-system of the ECE playroom. Research into ICT integration in ECE is
very limited in Saudi Arabia. This paper addresses this substantial knowledge
gap through a collective case study approach to investigate the practice of
ICT integration in both Saudi Arabian and Scottish ECE settings. In
particular, it provides the first detailed picture of Saudi preschool
teachers’ perspectives and attitudes towards ICT, with the capacity to inform
present and future educational policy in ECE.
Calling upon
Bronfenbrenner’s ecological systems theory encourages a holistic approach
given its consideration of the actors/ species and their interactions.
It is employed in order to consider the hierarchial influences over preschool
teachers’ use of ICT at the micro level (playroom) of the ecosystem. An
ecological metaphor is used to describe the complexity of interactions
between influential factors at the micro, meso and macro system levels.
Method
To address the study’s research questions a
collective case study approach was employed: four in Jeddah city, Saudi
Arabia and two in Scotland (between Glasgow City Council and East
Dunbartonshire). As part of the research’s endorsement of a holistic
approach, multiple research methods were used as a form of triangulation
(questionnaire, semi-structured interview, playroom observation and
documentary analysis) to investigate the situation and the actual status of
ICT use in preschool settings. Furthermore, factors that influenced teachers’
ICT practices were explored. The research target community was practitioners
in ECE settings including Head teachers, teachers and practitioners from both
private and public preschools.
Expected Outcomes
Research findings
indicate that practitioners in both locations hold a positive perspective on
the importance of ICT integration into ECE. However, enthusiasm and positives
attitudes do not always lead to high-levels of ICT integration and, in Saudi
Arabia in particular, much of the integration is achieved in an
informational, teacher-centred/ traditionalist manner, rather than
encouraging child-centred, constructivist approaches. The journey to ICT
integration in the Saudi ECE sector is at an initial, unstructured stage and
observed attempts at integration are largely the result of the individual
efforts of practitioners. In having a policy for ICT integration into ECE,
Scotland is further down the road of ICT integration than Saudi.
Investigating ICT integration in the Scottish preschool case studies provides
examples of child-centred learning through ICT that suggest ways of
integrating ICT fruitfully into the micro-level of the playroom. However in
both contexts there exist similar factors that influence teachers’ approaches
to integration at both the micro- and meso-levels (practitioner confidence,
ICT based activities management skills). Practitioners in both contexts hope
for the comprehensive improvement of ICT integration and there is a clear
desire for an explicit educational policy for ICT in preschool education and
for continuous teacher training.
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