Research Information System
The 8th international topical conference EcoMEDIA europe Network, Antalya, Turkey, 27 - 29 May 2013, pp.48-49
Problem Statement: Three to Five Years, or Preschool Children’s activities and experiences with computers will evolve over time as they grow and develop. The teacher’s role moves from guidance toward monitoring and active facilitation the role of the classroom teacher and the learning environment determine how effectively technological tools, curriculum, and standards support children’s learning.
Purpose of Study: The purpose of this paper is to explore Perceptions and Expectations of Preschool Teachers about Their Educational ICT competencies.
Methods: This research was designed as a case study which is a qualitative research design. The research was carried on in a preschool which is the only preschool which uses ICT as a part of its instruction. The participants were determined by convenience sampling which is a type of purposeful sampling. As a result the work group consisted of eight teachers teaching three, four and five year-old children.
Findings and Results: The data were gathered by using two techniques: interviews and classroom observation. In the first stage the participants were interviewed using a standardized open-ended interview form. In the second stage classroom observations were made using check-lists, photos and videos. The data were analysed by content analysis technique in two ways: first the interviews were read through in order to get a feel for what is being said, identifying key themes and issues in each text; secondly, NVivo 10, computer software package was used for further analysis.
Conclusions and Recommendations: According to the findings preschool teachers seem to have media literacy skills to a moderate level because the deal with ICT such as Scanners, computers and communicating via social network. The findings show that they use Ict for two reasons; first for managerial issues and secondly, for instructional issues. According to the results of the analysis of the interviews and observations when each child is given a personal use of ICT such as a computer teachers can be able to communicate each child separately and as a result classroom management becomes easier in a more positive classroom climate. Non-disciplinary behaviours occur less or at least change in nature. In the other type, student-Ict ratio, the instruction tends to become more teacher centered and the teachers tend to reflect more authoritative way of communication. Consequently, especially when it is available per-person, in preschool classrooms ICT use enhances student interest and learning. As a result there is a need to control and supervise the way compute is used. The time allowed for each student should be restricted. Teachers should be given the opportunity to develop the program relatively.
Key Words: ICT, pre-schooling, teacher training, computerized instruction