PRESCHOOL TEACHERS’ PERCEPTION AND EXPERIENCE IN TECHNOLOGY IMPLEMENTATION:
A Focus Study at MRC 3Q Junior Programme in Miri, Sarawak.
Presented by Evelyn Tan Chai Yun
1.1 Background of the Study:
The contemporary educational landscape has embraced technology, but there's a research gap in understanding how preschool teachers in Malaysia, particularly in Miri, Sarawak, perceive and integrate technology.
The study aims to explore the attitudes, challenges, and practices of preschool teachers, providing insights for academics, policymakers, and educators to develop evidence-based strategies for effective technology integration in Malaysian preschool classrooms.
The study addresses a gap in research on preschool teachers' perspectives and experiences with technology integration. Despite the emphasis on technology in preschool education, the challenges and successes faced by teachers need exploration. Focused on the MRC 3Q Junior Programme in Miri, Sarawak, the research aims to uncover these aspects, crucial for effective technology integration in early childhood education.
1.2 Research Problems:
1.3 Objectives of the Study:
Task Name
Task Name
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Investigate preschool teachers' attitudes and perceptions toward technology integration.
Explore practical experiences and daily practices of teachers in implementing technology-basedactivities, examining methods, challenges, and innovative strategies.
Identify barriers and facilitators influencing successful technology integration in preschool classrooms.
1.4 Research Questions:
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What are the attitudes and perceptions of preschool teachers towards technology integration in the MRC 3Q Junior Programme?
How do preschool teachers implement technology-based activities in their classrooms?
1.4 Research Questions:
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What challenges and facilitators do preschool teachers encounter in integrating technology effectively?
What are preschool teachers' experiences in implementing technology in the classroom?
1.5 Significance of the Study:
The study is vital for understanding technology implementation dynamics in preschools, offering in-depth insights into teachers' attitudes, experiences, challenges, and facilitators in integrating technology effectively in early childhood education.
Comprehensive Insights
The findings inform practical aspects such as curriculum development, teacher training, and policymaking in technology integration in early childhood education. They guide the creation of effective strategies and training programs
Practical Implications
1.5 Significance of the Study:
The study contributes to the global discourse on technology in preschools, aiding policymakers, educators, and researchers in understanding the potential benefits and challenges of technology integration in early childhood education.
Global Contribution
Task Name
Task Name
1.6 Limitation of the Study:
The study's findings are limited to the MRC 3Q Junior Programme in Miri, Sarawak.
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The study relies on self-reported data, which might be subject to biases.
LIMITATION
LIMITATION
Literature Review
In today's education landscape, technology has transformed learning, including in early childhood education. However, there's a research gap in understanding how preschool teachers integrate technology. This study in the MRC 3Q Junior Programme aims to explore teachers' experiences, shedding light on challenges and successes. The findings seek to contribute to academic discourse, inform policymakers, and guide evidence-based strategies for effective technology integration, ultimately enhancing the learning environment for young learners in similar preschool contexts.
Literature Review
2.1
2.2
What is Preschool Education?
Preschool education, for ages 3-5, is foundational, fostering cognitive, social, and emotional skills through play-based learning, promoting literacy, numeracy, and socialization, preparing children for formal schooling.
Integrating Technology in Education
The study examines technology's role in education, highlighting its potential for innovative learning and societal impact. Malaysian teachers express positive perceptions despite challenges.
Literature Review
2.3
2.4
The Importance of Technology
Language teachers predominantly use non-web-based tools like computers for instructional support. Despite occasional reservations, there's a positive attitude toward technology's transformative potential in language education.
The Importance of Integrating Information Communication Technology (ICT) in Early Childhood Education
The article stresses integrating ICT in Taiwanese early childhood education, using interpretive phenomenology to understand on-site teachers' experiences. Positive impacts on learning are noted.
Literature Review
2.5
2.6
Challenges of Technology Implementation in Early Childhood Education
The review examines challenges in implementing technology in early childhood education. Key concerns include teacher attitudes and skills, limited hands-on activities, and parent involvement.
Teachers' Perspectives and Experiences
Malaysian teachers value technology but face challenges like limited resources. Preschool teachers use technology for diverse activities, emphasizing guided and appropriate integration aligned with the curriculum.
Literature Review
2.7
Technology-based Activities in Preschool
Rapid technological changes drive the integration of technology in education, necessitating early development of children's ICT skills.
Methodology
Task Name
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Participants
Instruments
Data collection and Analysis
3.1 Participants
50 MRC 3Q Junior teachers were selected from 15 schools representing all the districts within Miri.
For the data collection, the teachers were asked to complete a questionnaire that asked them to report on their technology use and perceptions of that use in their classrooms.
3.2 Instruments
30 items that were divided into five main parts: (1) teacher’s background, classroom settings, (2) use of technology, perceptions of technology, and (3) factors affecting teacher use of technological tools.
Questionnaire
3.3 Data collection and Analysis
A total of 50 MRC 3Q Junior teachers were asked to complete the questionnaire reporting their attitudes towards the use of technology and their knowledge and use of technology. These responses were analysed through the use of frequency count and percentage. The participants’ answers were also listed and categorized into themes to answer the research questions: (1) What are the attitudes and perceptions of preschool teachers towards technology integration in the MRC 3Q Junior Programme? And (2) How do preschool teachers implement technology-based activities in their classrooms?
Task Name
Task Name
3.3 Data collection and Analysis
Analysis of teachers’ and students’ background information
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Analysis of teacher beliefs regarding their use of technology
RESULT 1
RESULT 2
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RESULT 3
Factors affecting teacher use of technology in classrooms
THANK YOU