16 SES 06, ICT in Pre-school
This research study aims to investigate what lessons may be learnt from ICT integration approaches in the Saudi Arabian and Scottish ECE sectors. In particular, it takes into consideration teachers’ perspectives in order to explore some of the key factors that shape their attitudes to ICT, as well as appreciating how these attitudes affect varying integration levels of technology into the micro-system of the ECE playroom. Research into ICT integration in ECE is very limited in Saudi Arabia. This paper addresses this substantial knowledge gap through a collective case study approach to investigate the practice of ICT integration in both Saudi Arabian and Scottish ECE settings. In particular, it provides the first detailed picture of Saudi preschool teachers’ perspectives and attitudes towards ICT, with the capacity to inform present and future educational policy in ECE.
Calling upon Bronfenbrenner’s ecological systems theory encourages a holistic approach given its consideration of the actors/ species and their interactions. It is employed in order to consider the hierarchial influences over preschool teachers’ use of ICT at the micro level (playroom) of the ecosystem. An ecological metaphor is used to describe the complexity of interactions between influential factors at the micro, meso and macro system levels.
Bronfenbrenner, U. (1995). ‘The Bio-ecological Model from a Life Course Perspective: Reflections of a participant observer’, in P. Moen, G. H. Elder & K. Lüscher (eds.) Examining Lives in Context: Perspectives on the ecology of human development. Washington, D.C.: American Psychological Association. pp. 599-618. Ely, D. P. (1999). ‘Conditions that Facilitate the Implementation of Educational Technology Innovations’, Educational Technology, 38(6), pp. 23-26. Ertmer, P. & Ottenbreit-Leftwich, A. (2010). ‘Teacher Technology Change: How knowledge, confidence, beliefs, and culture intersect’, Journal of Research on Technology in Education, 42(3), pp. 255-284. Fullan, M. (2001). The Meaning of Educational Change, 3rd edn. London: Routledge/ Falmer. Tearle, P. (2004). ‘A Theoretical and Instrumental Framework for Implementing Change in ICT in Education’, Cambridge Journal of Education, 34(3), pp. 331-351. Zhao, Y. & Frank, K. A. (2003). ‘An Ecological Analysis of Factors Affecting Technology Use in Schools’, American Educational Research Journal, 40(4), pp. 807-840.
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