EFFECTIVE IMPLEMENTATION OF TECHNOLOGY IN EARLY CHILDHOOD EDUCATION
Abstract
ice teachers are frequently considered to have a good attitude toward
educational technology integration because they regard computing as "simply
another part of their environment and everyday existence" (Zaranis, Oikonomidis, &
Linardakis, 2016, p. 204). Rather than teachers in training who analyse and assess
things from the standpoint of a (future) educational professional, these discourse
reduce preservice teachers to members of a hypothetical homogeneous digital age
preservice teachers (Szeto et al., 2016). These assertions also ignore the fact that
preservice teachers get a lifetime of exposure to, participation in, and socialisation
into educational traditions and cultures(Bullock, 2011). In consideration of this
research as well as national and regional attempts to encourage technology usage
in the classroom, the present study looks into both the factors that impact teacher
technology use as well as the link between them. Given the significance of early
childhood education for children's future academic achievement and life trajectory.
This study also investigates preservice teachers' views in a culturally distinct
environment—China—as one-of-a-kind research in terms of location, time, and
social context.