Abstract
The aim of this study is to explore preschool teachers’ perception of the application of information communication technology in Taiwan using qualitative methodology in the form of interpretive phenomenology. Snowball sampling was used to select fourteen preschool teachers from public preschools. The data was collected from fourteen preschool teachers using one-to-one, semi-structured in-depth interviews, each of which lasted for one to two hours based on the guidelines for semi-structured interviews. The interviews were taped, recorded, and transcribed for the main textual analysis, which was based on a thematic analysis. Five themes were identified: (1) a formative and explorative growth process, (2) information devices: at once plentiful and limited, (3) decisions between control and freedom, (4) parent-teacher communications, and (5) trend-driven resource integration. Suggestions and implications for the utilization of ICT in classroom practice and its implementation in the curriculum are discussed.
Highlights
To date, a growing awareness has been paid on the sustainable development agenda that was recently approved by the U.N
The results of this study have demonstrated the pivotal role that is played by social media in these areas, including communication between teachers, the processing of administrative tasks, and parent-teacher communication
The results suggest that Information Communication Technology (ICT) tools may improve teacher-to-teacher and teacher-parent communications
Summary
A growing awareness has been paid on the sustainable development agenda that was recently approved by the U.N. In terms of the use of ICT as a teaching and learning tool in early childhood education, Chen [15] observes that “most Taiwanese preschool teachers ignore the advantages of Internet-based applications because their work mainly involves caring for young children; as a result, they have neither the time nor energy to access the Internet to improve their professional development” We have limited understanding of the ways in which preschool educators use ICTs as part of their pedagogical practices under this new administration. In response to these challenges, since teachers are the ultimate users of ICT in an educational context, their perspective has a significant impact on the success of ICT-enhanced education. The aim of this study is to investigate preschool teachers’ perception of the application of ICT in Taiwan
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