Blending Textbooks and Interactive Boards: A Hybrid Approach in Preschool Teaching

E60101240036

ECH653 / Project Paper In Early Childhood Education

Master of Education

Prepared by: Kee Yen Ling

Introduction

• Technology is changing education worldwide.
• In Malaysian preschools, teaching is mainly textbook-based.
• Integrating interactive boards is a new approach to make learning more fun and effective for children aged 4-6 years old.

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Research Problem

• Teachers lack experience and confidence in using interactive boards effectively.
• Limited research on how combining textbooks and interactive boards impacts learning in Malaysian preschools.
• Important to explore teachers’ experiences, challenges, and perceptions.

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Objectives of the Study

This study aims to:

• 1.Explore teachers’ experiences and challenges in using interactive boards with textbooks.
• 2.Investigate teachers’ perceptions of the hybrid approach’s effectiveness.
• 3.Identify strategies teachers use to integrate interactive boards and textbooks.
• 4.Examine types of support or training needed for successful implementation.
• 5.Explore how teachers assess students’ learning outcomes using interactive boards compared to textbooks.

Research Questions�

• 1. What are the experiences and challenges faced by teachers in implementing the hybrid approach?
• 2. How do teachers perceive its effectiveness on learning engagement and understanding?
• 3. What strategies do teachers use to integrate interactive boards with textbooks?
• 4. What support or training do teachers need for successful implementation?
• 5. How do teachers assess students’ learning outcomes when using interactive boards compared to textbooks only?

Significance of the Study��

• Provides insights into teachers’ readiness and challenges.
• Helps improve teacher training and support.
• Contributes to research on hybrid teaching in preschools.
• Guides preschool operators in effective teaching strategies.

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Limitations of the Study�

• Conducted in 5 preschools.
• Findings based on teachers’ self-reported experiences and perceptions.
• Does not directly measure children’s learning outcomes.

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Literature Review – Hybrid Teaching

• Combines face-to-face and digital learning.
• Supports different learning styles and improves knowledge retention (Moore et al., 2011; Graham, 2013).

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Literature Review – Interactive Boards

• Large touchscreen displays for multimedia and interactive activities.
• Enhance engagement, motivation, and concept understanding in young children (Higgins et al., 2007).

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Literature Review – Teachers’ Experiences & Challenges

• Teachers need to adapt pedagogy and lesson design.
• Challenges include lack of training, technical issues, and anxiety in using technology (Hall & Higgins, 2005; Lewin et al., 2008).

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METHODOLOGY

Research Design

• Qualitative approach.
• Semi-structured interviews to gather in-depth insights.
• Thematic analysis to identify patterns and themes.

Sample and Sampling Method

• Sample size: 20 preschool teachers teaching children aged 4-6 years old.
• Sampling method: Purposive sampling – teachers using interactive boards in their teaching.

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Data Collection Method�

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• Google Form Questionnaire: Structured questions with Likert scales, multiple-choice, and open-ended questions to gather quantitative and qualitative data.
• Interviews: Approximately 15 minutes each, audio-recorded with consent.

Data Analysis Methods�

• Qualitative data: Thematic analysis to identify recurring themes.
• Quantitative data: Descriptive statistical analysis to summarise questionnaire responses.

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Ethical Considerations�

• Informed Consent: Participants informed about the study’s purpose and rights.
• Confidentiality: Ensuring anonymity and secure handling of data.
• Voluntary Participation: Participants can withdraw at any time without consequences.

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Expected Outcomes�

• Deeper understanding of teachers’ experiences and needs.
• Practical recommendations for effective integration of interactive boards in preschool teaching.

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Thank You