EFFECTIVE IMPLEMENTATION OF TECHNOLOGY IN EARLY CHILDHOOD EDUCATION

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dc.contributor.advisorMatthew hutt
dc.contributor.authorWALEED FALEH NAJEM ALMUTAIRI
dc.date2021
dc.date.accessioned2022-05-29T10:02:08Z
dc.date.available2022-05-29T10:02:08Z
dc.degree.departmentLeadership management and education
dc.degree.grantoruniversity of south wales
dc.description.abstractice 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.
dc.identifier.urihttps://drepo.sdl.edu.sa/handle/20.500.14154/44087
dc.language.isoen
dc.titleEFFECTIVE IMPLEMENTATION OF TECHNOLOGY IN EARLY CHILDHOOD EDUCATION
sdl.thesis.levelMaster
sdl.thesis.sourceSACM - United Kingdom
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