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Capabilities and preferences of incorporating ICT : a study of preschool teachers in Singapore
Author
Toh, Emily Lai Poh
Supervisor
Tzuo, Pei-Wen
Abstract
This study gave an overview of how ICT (Information Communication Technology) was incorporated through various perspectives and through a holistic approach. In the study, teachers’ ICT capabilities and preferences were explored as well as the socio-technical factors that influenced ICT incorporation in early childhood setting were identified.
This mixed-method study involving a group of 152 early childhood teachers was carried out in Singapore. The participants were either in-service or pre-service teachers. Responses on teachers’ capabilities in ICT were gathered using the TPACK questionnaires. The early childhood teachers’ preferences on use of ICT were gathered by using a modified Constructivist Internet-based Learning Environment Survey (CILES). Those items in the CILES which were irrelevant in Singapore were removed and replaced with new items. The amended CILES survey was renamed as RSNIC. The acronym of RSNIC scale stands for Relevance, Multiple Source, Student Negotiations, Inquiry and Cognitive Apprenticeship. Additional semi-structured interviews conducted to provide more in depth views on teachers’ perceptions, capabilities and their preferences of ICT in their teaching and learning settings.
The findings in this study showed this group of in-service and pre-service early childhood teachers most preferred use of ICT was for multiple sources. In addition, teachers preferred to use ICT for presenting wide relevant information to students, cognitive apprenticeship, negotiation and inquiry. The findings further showed that teachers were positive towards the use of ICT and were eager to implement ICT. Through a qualitative analysis, seven influential theme factors were identified: 1) training, 2) access, 3) support, 4) culture of the school environment, 5) time, 6) attitudes of teachers and 7) pedagogical beliefs. These factors could become possible barriers to successful incorporation of ICT in Singapore. The result from the quantitative analysis showed that the pre-service teachers were confident in area of technological knowledge. The in-service teachers were strong in their content and pedagogical knowledge.
The findings provide useful guidance for school leaders, policy makers and educators when incorporating ICT in Singapore early childhood education. Hence, a holistic approach using CSP (Capabilities, Social-technical factors, Preferences) framework is proposed. The framework interconnects knowledge about teachers TPACK capabilities, with an understanding on various social-technical factors influencing them and knowledge of teachers’ preferences. Finally, an implication of this study is for future research to be carried out to determine the effectiveness of this new conceptual framework.
This mixed-method study involving a group of 152 early childhood teachers was carried out in Singapore. The participants were either in-service or pre-service teachers. Responses on teachers’ capabilities in ICT were gathered using the TPACK questionnaires. The early childhood teachers’ preferences on use of ICT were gathered by using a modified Constructivist Internet-based Learning Environment Survey (CILES). Those items in the CILES which were irrelevant in Singapore were removed and replaced with new items. The amended CILES survey was renamed as RSNIC. The acronym of RSNIC scale stands for Relevance, Multiple Source, Student Negotiations, Inquiry and Cognitive Apprenticeship. Additional semi-structured interviews conducted to provide more in depth views on teachers’ perceptions, capabilities and their preferences of ICT in their teaching and learning settings.
The findings in this study showed this group of in-service and pre-service early childhood teachers most preferred use of ICT was for multiple sources. In addition, teachers preferred to use ICT for presenting wide relevant information to students, cognitive apprenticeship, negotiation and inquiry. The findings further showed that teachers were positive towards the use of ICT and were eager to implement ICT. Through a qualitative analysis, seven influential theme factors were identified: 1) training, 2) access, 3) support, 4) culture of the school environment, 5) time, 6) attitudes of teachers and 7) pedagogical beliefs. These factors could become possible barriers to successful incorporation of ICT in Singapore. The result from the quantitative analysis showed that the pre-service teachers were confident in area of technological knowledge. The in-service teachers were strong in their content and pedagogical knowledge.
The findings provide useful guidance for school leaders, policy makers and educators when incorporating ICT in Singapore early childhood education. Hence, a holistic approach using CSP (Capabilities, Social-technical factors, Preferences) framework is proposed. The framework interconnects knowledge about teachers TPACK capabilities, with an understanding on various social-technical factors influencing them and knowledge of teachers’ preferences. Finally, an implication of this study is for future research to be carried out to determine the effectiveness of this new conceptual framework.
Date Issued
2013
Call Number
LB1140.5.S55 Toh
Date Submitted
2013