Yang, T. (2021). The use of information and communication technology in three kindergartens in Nanjing, China (Publication No. 28861509) [Doctoral dissertation, The University of Auckland]. ProQuest Dissertations & Theses Global.

Abstract:

“Information and Communication Technology (ICT) has become an important part of many young children’s lives. While kindergarten teachers’ perceptions of the use of ICT and their actual use have been investigated across many countries, empirical research on the topic remains scant in China. Previous research has shown kindergarten teachers develop perceptions of, and make decisions on, ICT use based on their understandings of pedagogy, content, and the affordances of technologies, all of which are contextually situated. This research aims to investigate kindergarten teachers’ perceptions and practices, as well as factors that influence their ICT use in China. The Technological Pedagogical and Content Knowledge (TPACK) model was used to understand the rationale for teachers’ perceptions and practices, while Bronfenbrenner’s ecological systems theory was adopted to seek in-depth understanding of the context of teachers’ ICT use. A qualitative case study was selected as the research approach to understand the topic of the study. Fifteen teachers recruited from three kindergartens in Nanjing, China were interviewed to explore participants’ perceptions and practices related to ICT use. Observations were conducted to further investigate how they used ICT in kindergarten activities. The researcher reviewed both public and private documents, including national policies issued for kindergarten education and participants’ teaching plans. These were triangulated with data elicited from interviews, observations and field notes recording aspects of the research context. A thematic analysis produced a range of interrelated themes to answer the research questions. The findings indicate that ICT was widely used as a teaching tool for teachers and a learning tool for children. When it was used as a teaching tool, all participants regarded it as a screen-based technology which could be used for various purposes in whole-class activities. However, when used as a learning tool by children, teachers’ perceptions and practices were less uniform, as there seemed to be a tension between teachers’ perceived values of ICT and their concerns about children’s use. The analysis shows teachers’ use of ICT depended on their understanding of pedagogy, subject matter, the affordances of ICT and young children’s learning. Teachers developed those understandings through interactions with a range of complex but interrelated contextual factors including the institutional context, educational and cultural traditions and macro policies and documents. Implications for kindergarten principals, teachers and policymakers regarding the use of ICT in ECE contexts are discussed along with future research directions.”