PRESCHOOL TEACHERS’ PERCEPTION AND EXPERIENCE IN TECHNOLOGY IMPLEMENTATION:

A Focus Study at MRC 3Q Junior Programme in Miri, Sarawak.

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Presented by Evelyn Tan Chai Yun

Table 1 Analysis of teachers’ background information

Analysis of teachers’ background information

Table 1 illustrates the background information regarding the teachers and classroom settings. Concerning the teachers’ education, a majority of the participants have completed only their diploma in early childhood. With regards to the facilities found in classrooms, whiteboard and Wi-Fi were the most frequently reported.

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The majority of students reported not using smartphones, whereas there were only 3 groups of students or 6%, who use smartphone in the classroom. In contrast, most teachers used smartphones in their daily lives. Regarding the extent of teacher use of the computers in their classrooms, Table 1 shows that 37 teachers used computers in their classrooms, or 74 percent of all the participants, while there were 13 teachers, or 26 percent, who did not use computers in their classrooms.

Table 2

Analysis of Teacher Use and Perceptions of Technological Applications

Analysis of teacher use and perceptions of technological applications

Table 2 illustrates the teacher's use and perceptions of technology. It shows the teachers’ background information regarding applications used in their daily lives as well as how they used technology in their classes.

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As shown in Table 2, there were five main aspects of technological applications that were asked:

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(1) teachers’ use of applications in computers,

(2) teachers’ use of applications in smartphones,

(3) teachers’ experiences in using smartphones for teaching,

(4) knowledge of technological applications and

(5) use of technological applications in classrooms.

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First, the applications that the teachers used in their computers were typically related to teaching. The largest number of participants stated that YouTube, PowerPoint, and Word were the computer-based tools that were used.

Second, the applications they used in smartphones were ones that were more related to communication. Facebook, Instagram, and TikTok were the most frequently used technological tools on smartphones.

Regarding the extent of teachers’ experiences in using smartphones for teaching, the result showed that more than half of the teachers (50 participants) expressed that they had used their smartphones for teaching. When asked about their knowledge of technological applications, 18 teachers know none and 19 teachers know one of the applications only. However, there were 4 teachers know listed 3 applications.

The last aspect, the use of technological applications in classrooms, was another focus of this study. Interestingly, only minority of the participants (4) reported that they had already used 2 applications among 3 listed in their classes.

Table 3

Analysis of Teacher Beliefs Regarding Their Use of Technology

Analysis of teacher beliefs regarding their uses of technology

It can be seen in Table 3 that the teachers overall rated all three aspects positively. They strongly agreed that technology is necessary for the classroom and integrating digital technology can help support the learning of students. Moreover, they also perceived themselves to have a medium level of technology literacy.

Table 4

Factors Affecting Teacher Use of Technology in Classroom

Analysis of teacher beliefs regarding their uses of technology

Table 4 lists the external and internal factors that have been shown in the literature to affect teacher use of technology in classrooms.

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According to the questionnaire, the participants were asked to rank the items that they perceived as barriers blocking them to use technology in their classes on a 1-5 scale. The data were gathered by analysing the rankings from the respondents for each item. In other words, the respondents’ mostchallenging factor was ranked as 5. The most challenging factor (which they ranked as 5) had the largest weight, and their least preferred choice (which they ranked in the last position as 1) weighted 1.

External Factors vs Internal Factors

The teacher believed that external factors, more than internal factors, impacted their use of technology, a total of 63 percent of all participants reported that external factors affected their use of technology tools in classrooms, while 37 percents of all participants reported some internal factors affecting their use of technology tools in the classes. The total numbers represent the major problems affecting teachers’ use of technology in class more than internal factors.

(1) Discussion of teachers’ background information

Task Name

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Teacher Demographics: Majority aged 21-30, potentially influencing a modern perspective on technology and teaching methods. Diversity in teaching experience impacts tech adoption, with novices and moderately experienced educators.

Educational Backgrounds: Mostly diploma holders, impacting confidence in tech integration. Varying qualifications may influence proficiency in tech use for teaching.

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Technology Accessibility: Varied availability of tools like computers, projectors, impacting integration methods. Disparity between student smartphone use and teachers' personal use could affect tech perception.

Perceptions & Challenges: Emphasis on teachers' attitudes, technological knowledge, and skills for effective tech integration. Discussions on challenges and benefits highlight the ongoing debate on best practices for technology integration.

Tech Integration Strategies: 74% use computers in teaching, yet a quarter don't, indicating a divide in integration approaches among teachers.

(2) Discussion of teacher use and perceptions of technological applications

Task Name

Task Name

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Diverse Tech Tools: Teachers employ various tools like YouTube and PowerPoint for teaching, showcasing adaptability in tech use.

Smartphone Integration: Social media apps like Facebook dominate personal use, but 60% utilize smartphones for teaching tasks.

Educational App Familiarity: Varying levels of exposure to educational apps exist among teachers, with limited integration in classrooms.

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Perceptions on Technology Integration: Teachers' attitudes and technological skills significantly impact effective tech integration, as highlighted in research findings.

Overall Tech Utilization: Teachers demonstrate adaptability but show limited integration of specific educational apps in classroom settings.

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(1) Tech Tool Diversity: YouTube and PowerPoint are key tools; other software like Word and Excel play smaller roles in teaching methods.

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(2) Smartphone Usage: Predominantly communication-oriented apps like Facebook, Instagram, and TikTok are popular. 60% use smartphones for teaching tasks like multimedia incorporation and interactive activities.

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(3) Educational Apps Familiarity: Varied exposure to educational apps among teachers; most don't use specified educational apps in classrooms.

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(3) Discussion of teacher use and perceptions of technological applications

Task Name

Task Name

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(4) Teacher Perceptions: Emphasis on teachers' attitudes, skills, and knowledge for effective technology integration. Challenges and benefits highlight technology's impact on teaching effectiveness.

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(5) Utilization Disparity: Teachers adapt technology diversely but incorporate specific educational apps less frequently in classroom settings.

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(3) Discussion of teacher use and perceptions of technological applications

(1) Teacher Beliefs: Majority rate their tech literacy as medium; 70% see technology as crucial in teaching, but 11 individuals hold a neutral stance. 70% believe digital tools positively impact student learning, but 12 individuals remain neutral.

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(2) Factors Affecting Technology Use: External factors like facilities, learners' readiness, and preparation time significantly influence technology integration (reported by over 60%), while internal factors like teachers' skills and interests impact 37%.

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(4) Discussion regarding the factors affecting teacher

use technology tools in classrooms

(3) Importance of Technology: Teachers largely perceive technology as necessary for teaching and impactful on student learning, emphasizing its positive role.

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(4) Search Results Insights: Highlight multifaceted technology integration, emphasizing its link with increased student learning. Emphasizes the importance of teachers' attitudes, skills, and the effectiveness of infusing technology into teaching compared to traditional methods.

(4) Discussion regarding the factors affecting teacher

use technology tools in classrooms

Conclusion

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The study concludes with key insights on preschool teachers' varied tech use and perceptions. It emphasizes the importance of addressing external constraints, enhancing teachers' tech skills, and fostering positive attitudes for effective integration. Bridging these gaps could significantly enhance young students' learning experiences in preschool education.

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