Application of a Model for the Integration of Technology in Kindergarten: An Empirical Investigation in Taiwan

Abstract

The present models for the integration of computer technology not only cannot satisfy teachers’ actual needs but also are difficult to follow and perform by teachers in their classroom teaching. Consequently, the integration cannot be implemented properly and effectively in the real classroom teaching. Therefore, a practical integration model should be very close to the real classroom situation and be able to fulfill the user’s actual needs. This study was designed to build a model of computer integration which is based on an empirical investigation of teachers’ actual use of computer technology and their perspectives on integrating technology in kindergarten classroom teaching. A model suitable for the integration of computer technology in classroom teaching was constructed. This model consists of eight tool kits which are constructed based on the analysis of the empirical data collected from actual interviews and observations in Taiwan’s kindergarten. Once the main topic, sub-topics and the instructional activities have been decided, referring to this model, teachers can swiftly fit different computer technology tool kits into their teaching activity. An example was raised to demonstrate how teachers can apply this model to the real classroom integration of computer technology.