A Case Study of Virtual Kindergarten Teachers in Technology-Enhanced Classrooms

Abstract

With the threat of future global pandemics and the possible necessity to mandate schools to transition to temporary online learning, it is imperative to provide kindergarten teachers with effective pedagogical practices using technological devices and resources in virtual classrooms. To address this challenge, this case study aims to discover 1) the attitudes and beliefs towards digital screen-based technologies or resources in the virtual classroom, 2) the benefits and challenges of teaching and learning in virtual kindergarten classrooms, 3) the digital screen-based technological tools or resources FDK educators are currently implementing, 4) how educators used the tools or resources to document play-based learning virtually, 5) and what do educators need to integrate technology into their virtual pedagogical practices effectively. Using semi-structured interviews from 11 early childhood educators and one teacher-researcher from virtual kindergarten classrooms in Ontario, Canada, a thematic content analysis from the typed transcripts and reflective notes was adopted to generate emerging themes. The findings demonstrated that 1) educators had a similar positive attitude towards technology in kindergarten as in other countries worldwide, 2) the benefits and challenges of virtual teaching and learning, 3) update on what types of technological devices and resources educators especially in the virtual milieu, are using, 4) and ways to support successful technology integration into virtual pedagogical practices. The findings from this study, in conjunction with other current research, provide practical recommendations for virtual kindergarten educators, parents, school boards, and policymakers.