The present paper reports on a study of diverse cases that investigated the changing roles and learning practices with Information and Communication Technologies (ICT) in kindergartens in the Hong Kong context. It discusses the experiences of children using computer activities for learning and their perspectives on their knowledge about computers. Data were collected in face-to-face interviews and via the children’s drawings about their experiences with ICT. The drawings and the explanations provided by the children revealed that they are familiar with how a computer looks and that they could represent this graphically and describe the parts of computers in general terms, as well as mention the functions of the different parts according to their experiences. Based on the results of this study, implications are derived about ways in which teachers can appropriate ICT to enhance teaching and young children’s learning. An important aspect of this includes the discussion of what constitutes effective pedagogies for incorporating ICT in early childhood curriculum; the importance of ongoing professional learning with ICT; and the promotion of access to ICT resources for teaching and learning in early childhood settings.
|Keywords:||Information and Communication Technologies with Young Children, Early Childhood Education, ICT in Preschools, Teaching and Learning with ICT in Kindergartens, Integrating ICT in Early Childhood|
Lecturer, Department of Early Childhood Education, Hong Kong Institute of Education, Hong Kong
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