Employing ICTs in Kindergartens in Remote Areas of Jordan: Teachers’ Perspectives on Uses, Importance and Challenges

Hesham Alomyan,Ali Alelaimat

doi:10.12973/eu-jer.10.4.2145

Abstract

<p style="text-align: justify;">With Coronavirus disease (COVID-19) impacting the way we learn; information and communication technologies (ICTs) play an ever-increasing role in young children’s learning making it crucial to understand the importance and challenges of using ICTs in kindergartens from teachers’ perspectives. The present study, therefore explored the perspectives of teachers in remote areas of Jordan regarding the degree of ICT use, its importance in kindergartens, and potential challenges. To achieve the objective of the study, a quantitative questionnaire was developed and distributed to 263 female kindergarten teachers in remote areas of Jordan. Results indicated that the degree of use and importance of ICTs from teachers’ perspectives was “average”. Further, the study identified several challenges that appeared to hinder teachers’ use of ICTs in kindergartens. Teachers who held a bachelor degree were significantly more likely to employ ICTs in their teaching than those who did not. Yet, there were no significant differences according to the number of training courses in ICTs and experience teachers had. Recommendations and implications for facilitating the use of ICTs in kindergarten education concluded this paper.</p>

Highlights

Recent world challenges have forced educational systems globally to rethink the way we educate our kindergarten children, with a move away from traditional ways of teaching towards modernizing curricula that can be digitally delivered
Differences in the use of information and communication technologies (ICTs) among kindergarten teachers according to experience tend to favor those who had more than 10 years teaching experience
The present study explored the perspectives of kindergarten teachers in remote areas in Jordan regarding the degree of use, importance of ICTs in kindergartens, and potential challenges

Summary

Introduction

Recent world challenges have forced educational systems globally to rethink the way we educate our kindergarten children, with a move away from traditional ways of teaching towards modernizing curricula that can be digitally delivered Supporting this shift, the United Nations Educational, Scientific and Cultural Organization (UNESCO) suggests that new ICTs should be an integral part of formal education to achieve the Education for All (EFA) goals (Bokova, 2014). It is argued that to produce the desired results a comprehensive and integrated scientific curriculum that suits the needs of children is needed For this to occur it is essential that educational environments and staff are technologically and educationally qualified and trained at all levels. It is crucial for kindergarten teachers to form positive attitudes toward ICTs (Adu & Olatundun, 2013; Rajsp & Fosnaric, 2014)

Results

Discussion

Conclusion