Types of use of technologies by Spanish early childhood teachers
|Author/s||Romero Tena, Rosalía
López Lozano, Lidia
Puig Gutiérrez, María
|Department||Universidad de Sevilla. Departamento de Didáctica y Organización Educativa|
|Abstract||Young pupils engage with technology daily, however, the use that preschool teachers make of technologies and their level of digital expertise are largely unknown. The objective of this study was to determine how these ...
Young pupils engage with technology daily, however, the use that preschool teachers make of technologies and their level of digital expertise are largely unknown. The objective of this study was to determine how these teachers make use of ICT (Information and Communication Technologies) and the frequency with which they use them, as well as to explore the sociodemographic and professional factors related to the different uses. 477 preschool teachers from Spain took part in a survey. The questionnaire, validated by experts, covered the use of ICT as a teaching-learning tool. Three different analyses were carried out, a principal component analysis and a descriptive analysis to determine the type and intensity of use and a multivariate analysis of variance to explore their relationships with sociodemographic and professional variables. The findings defined eight distinct uses of ICT, which seemed to be related to different factors. Teachers did not employ these technologies openly and consistently in their classrooms, but instead used them for occasional tasks that were administrative and bureaucratic in nature. They manifest a limited ICT use for assessment of pupil and for communication and exchange of ideas, information and materials. Instead, ICT were widely used to prepare classroom work (planning, classroom posters…) and as classroom support as a learning tool (routines, games, to record audios…). Among the studied variables, the more significant were teaching experience and type of centre. We discuss the need to advocate for continuous and comprehensive training on the educational potential of these digital resources.
|Citation||Romero Tena, R., López Lozano, L. y Puig Gutiérrez, M. (2020). Types of use of technologies by Spanish early childhood teachers. European Journal Of Educational Research, 9 (2), 511-522.|