Technology Learning in Early Childhood Education, Case Study in Taiwan

Abstract

The purpose of this research is aimed to find out how technology can have a significant positive impact on the children in Taiwan, which enhances their engagement and learning motivation. This study has principally used the TPACK theoretical framework to give the participants a self-evaluate how their perceptions of their teaching have fared, as well as how their comprehension and understanding connect to the teaching of technology. The present study utilizes questionnaires and interviews to the private schools’ teacher and principal in Taiwan Hsinchu. Since the COVID-19 pandemic, the majority of teachers and students have adapted to and are accustomed to engaging in technology activity, which means that young children are increasingly communicating and interacting through technology, which has now become the new normal. Nevertheless, the majority of kindergarten and primary school teachers, lack official and professional training in technological expertise, according to this case study in Taiwan, notwithstanding the fact that this might have a detrimental effect on children's development and future careers. Main findings were: 1) Technology learning can help the improve students’ self-learning ability and learning motivation, 2) Teacher’s technology knowledge can significantly effect on children’s’ learning outcome; 3) Taiwanese Teacher confronting huge challenge in teaching with technology. Identify what professional ICT training for teachers is necessary. This research has Kindergarten teachers must develop their personal character and cultural connotation in addition to their professional theoretical understanding. Therefore, the teacher's knowledge of information technology must be strengthened in order to provide students with accurate, reliable, and superior information on technology learning.