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dc.contributor.authorKaur, Daljit
dc.date.accessioned2013-01-31T21:34:41Z
dc.date.available2013-01-31T21:34:41Z
dc.date.issued2012en_NZ
dc.identifier.urihttps://hdl.handle.net/10652/2041
dc.description.abstractThis research examined teachers’ perspectives on the impact of Information and Communication Technologies (ICT) in two early childhood settings in New Zealand. The research literature explained that in New Zealand there is scarcity of literature about teachers’ perspectives on the impact of different kinds of ICT in early childhood services. Therefore, to explore teachers’ perspectives must be beneficial to enhance our knowledge and for centres and participants to reflect on their practice for further development of the practice. A qualitative case study methodology was employed for this small-scale research. This included an anonymous questionnaire completed by teachers in two preschools and in-depth interviews. This research increases our knowledge about uses and challenges of ICT among early childhood educators. The results of the study showed that the teachers had variable access to training, as some teachers attended professional development courses, whereas others learnt about ICT from their colleagues and family members. The teachers in the study perceived that ICT is valuable for children’s learning. They believed that ICT increased learning opportunities as children used internet websites/Google to search for information about their favourite topics. They commented that ICT helped to make connections with parents/families, which enabled them to contribute to their children’s learning. They highlighted that children used cameras for taking the photos to revisit, check their learning and share it with parents. They commented that ICT offered children opportunities for listening to songs and stories. The study confirmed that teachers used ICT in their teaching practice. The teachers commented that they used ICT for writing learning story observations and for sharing them with parents. They used ICT for reflecting on their teaching practices and for finding more information about children’s favourite topics. They used internet websites for creating the resources and learnt poi dances. The study results revealed that ICT increased ways of communication with parents/families. The study suggests early childhood centres for arranging and supporting teachers for attending professional development related to ICT. It suggests providing the children with opportunities to use ICT along with other curriculum areas. The findings suggest teachers to use ICT for communication with parents.en_NZ
dc.language.isoenen_NZ
dc.subjectearly childhood educationen_NZ
dc.subjectinformation and Communication Technologies (ICT)en_NZ
dc.titleTeachers’ perspectives on the impact of information and communication technologies (ICT) in two early childhood settings in New Zealanden_NZ
dc.typeMasters Thesisen_NZ
thesis.degree.nameMaster of Educationen_NZ
thesis.degree.levelMastersen_NZ
thesis.degree.grantorUnitec Institute of Technologyen_NZ
dc.subject.marsden130102 Early Childhood Education (excl. Māori)en_NZ
dc.identifier.bibliographicCitationKaur, D. (2012). Teachers’ perspectives on the impact of information and communication technologies (ICT) in two early childhood settings in New Zealand. (Unpublished document submitted in partial fulfilment of the requirements for the degree of Master of Education). Unitec Institute of Technology, Auckland, New Zealand. Retrieved from https://hdl.handle.net/10652/2041en
unitec.pages102en_NZ
dc.contributor.affiliationUnitec Institute of Technologyen_NZ
unitec.publication.placeAuckland, New Zealanden_NZ
unitec.advisor.principalCollins, Jennifer


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