In the early years, teaching practitioners basically used the books and available printed material to teach the students. Early educators are not aware of the technology and e-learning sources for the effective teaching of the students. In this context, the involvement of digital tools has been recognized as an important aspect of education to improve the education level of current edge students. Additionally, sustainable society is maintained by the experienced and knowledgeable practitioners in the field education (Sheridan et al., 2009; Van Helden, Aardema, ter Bogt and Groot, 2010). Chidren education is developed by implementing digital tools in the classroom activities because it provides a variety of opportunities for students to apply creativity in classroom projects. However, the early practitioners face the issues in the operation of digital tools on regular basis due to lack of awareness (Bjørgen and Svendsen, 2015; Kirschner, Buckingham-Shum and Carr, 2012). At this juncture, early educators prefer to take training from the experts to successfully operate the digital tools in the classroom which affects the involvement of the students in the classroom. Now, the scenario of education has been changed because students, families, teachers are more associated with technology to get huge knowledge and improve the efficiency of the child. By considering this, early educators are focusing on the implementation of computers, laptops and other digital tools in the lessons of the classroom.
What are the challenges and issues early childhood practitioners face with digital tools?
Sub questions
This research emphasizes on limitations and problems which are faced by early educators in the implementation of digital tools in the classroom activities. The use of technology reduces the burden of the students regarding the study material; however, it has many drawbacks because youngsters getting addicted to the technologies. Additionally, addiction of e-tools reduces the immunity power of the child and consume the more time which can be used in the further activities of the life such as games, extra curriculum activities, spend time with family etc. (Gananathan, 2011; Heider and Jalongo, 2014). However, the schools are using digital tools in the classroom activities to improve the students learning because it helps to improve the efficiency of the child and to develop them as an expert in all fields. Therefore, the current study will shed light on the issues of early educators at the time of operation of the digital tools in the classroom learning.
The current report is based on the limitations and issues faced by early practitioners in the use of digital tools in the classroom. The teaching staff deals with the problems that occur at the time of digitization; nonetheless, early practitioners are emphasizing on the development of deeper understanding regarding educational principles and implementing developmental tools to improve the effectiveness of the pedagogy (Lieberman, Bates and So, 2009; Waycott et al., 2010). In this regard, in the current study, the perception of early practitioners has been analyzed with respect to the implementation of digital tools in the classroom activities. Moreover, it has been analyzed that children education demand the use of digital tools in the learning because it enhances the interest as well as engagement in the activities of the class. Apart from this, the process of implementation of digital tools has also been assessed of early practitioners to use in the childcare. For this purpose, a literature review has been done to gather the information regarding implementation of digital tools and perception of early practitioners of Kindergarten. Further, appropriate methodologies have been applied for the study to derive the effective findings. At the end, an effective data analysis has been done to get the optimum outcomes of the study.
The study has been conducted on the identification of limitations and issues early childhood practitioners face with the use of digital tools. In this context, the perception of teachers has been recognized with respect to the involvement of digital tools in Kindergarten schools. By considering the concept of the research study, the current section related to research methodologies which are applied by the researcher to derive the optimum outcomes of the study.
Mixed method such as qualitative and quantitative study has been used by the researcher to find out the detail information regarding limitations of use of different digital tools in the schools. In the qualitative study, researchers are allowed to use their own knowledge and experience regarding digital tools of the education and derive the optimum outcomes by close investigation (Bernard, 2017). On the other hand, a quantitative study based on the statistical tools which require the one independent variable like digital tools and impact on a dependent variable such as the effectiveness of the students and teachers. Hence, the use of mixed methods is suitable for the current study to get the optimum outcomes regarding the limitations of early educators in the implementation of digital tools in Kindergarten.
Inductive research approach has been applied by the researcher for the current study which is basically used in the qualitative studies. Moreover, inductive approach delivers the broad information regarding the objective of the study because it starts with specific and ends with general information (Vogel et al, 2011; Villar-Pique, Bergveld and Alarcon, 2013). Apart from this, the deductive approach starts from the generalization and end up with specific data (Soiferman, 2010). Here, inductive approach is suitable to gather the more relevant information regarding the application of digital technologies in the childhood school for the improvement of students as well as practitioners.
Research philosophies are based on the beliefs and assumptions which are used to develop the knowledge regarding the study. There are two types of research philosophies such as interpretivism and positivism which are preferred by researchers on the basis of objectives of the study (Symon and Cassell, 2012). In this context, interpretivism philosophy has been used for the current study because it is directly associated with a socially constructed environment which is helpful to gather the detail information about use of digital tools. Further, in this approach, the researcher is allowed to use own ideas and approaches for the completion of the study.
Data for the current study has been collected through both primary and secondary sources. In this regard, primary data has been collected from the survey and interview and secondary data has been collected from a literature review. Here, the only use of primary data is not appropriate for the current study because it requires to gather all information about implementation of digital tools in a Kindergarten school of Singapore.
In the current study, teachers of the childhood schools are considered as participants and the data has been collected by using the survey and interview method. For this purpose, 15 respondents (Teachers) were selected to conduct a survey and after completion of the survey, 6 participants have been selected out of 15 for the interview to get final outcomes. Further, the specific age group and qualified teachers have been selected for the study. Here, demographic information has been provided about the participants as follows-
Table 1: Demographic information of participants
|
Particulars |
Requirements |
|
Age |
20-50 |
|
Gender |
Male and Female |
|
Qualification |
Higher educated teachers |
|
Experiences |
2-20 years |
These participants were selected because with the increment in an experience, teachers get aware regarding the use of digital tools in the education systems for the development of the children. Further, the participants were identified on a random basis from the different Kindergarten schools of early years. In this manner, the data has been collected from the relevant participants for the objective of the study.
The current study has been done at early years Kindergarten schools, Singapore. In the location of Singapore, childhood schools are more attractive and effective because involvement of curriculum environment in the schools. Moreover, the engagement of different activities helps to motivate children for education and develops the chance of life-long learning of kinder. Apart from this, the childcare schools of Singapore offer the facilities for the development of personal and social skills of the students which is helpful for future growth of kinder. On the other hand, the schools which have been selected for the study are based on the co-ed system in the classroom which involves all type of child such as boys, girls and may also include special students for the learning. Furthermore, Kindergarten facilitates the different types of indoor-outdoor games for the external development of students. These external activities of schools have a contribution in the potential development of child because of maintaining the cultural environment in the schools. The cultural environment is developed by maximizing the festivals, additional activities related to different cultures and regular inspection of classroom as per the requirement of the environment of students.
Ethics related to morale values which define the right or wrong about the relevant concepts (Markham, Buchanan and AoIR Ethics Working Committee, 2012; Harriss and Atkinson, 2013; Harriss and Atkinson, 2015). In this context, the current report is based on the factual information regarding the limitations which are faced by early practitioners in application of digital tools. Moreover, primary data has been collected by interview and survey method and secondary data gathered by a literature review which shows that no unethical consideration has been followed in data collection of the study. Apart from this, private information of the respondents has not been displayed in the research and records has been maintained with confidentiality. Further, no information has been directly copied from the sources; however, relevant references have been used for the authenticity of the report.
On the basis of the aforementioned research methodology, it has been found that both types of data are required such as primary and secondary for the study because it provides all information relevant to the respective research. On the other hand, a specific survey has been conducted to collect the primary information regarding early educators of child schools which face the issues in the implementation of digital tools in classroom. Apart from this, it has been found that only teaching staff is able to deliver the information regarding kinder education because parents and students do not have deep information in context of education in digital tools in the classroom.
Initially, survey has been conducted of 15 respondents to collect the data regarding the impact of digital tools on early practitioners in kindergarten as follows-
Theme 1: Demographic information
|
Age group |
% |
Experience (in years) |
% |
Type of school you teaching at Singapore |
% |
Which class level you are currently teaching at the kindergarten |
% |
|
25-35 |
20% |
2-5 years |
40% |
Private schools |
20% |
Play Group |
30% |
|
35-45 |
40% |
5-10 years |
20% |
Anchor operator school |
50% |
Pre-Nursery |
20% |
|
45-55 |
40% |
Above 10 years |
40% |
Local School |
30% |
Nursery & kinder garter |
50% |
On the basis of collected data, it has been found that there are three age groups of teachers such as 25-35 (20%), 35-45 (40%),45-55 (40%) along with the experience of 2-5years, 5-10 and above 10years. The respondents have been selected for the analysis of the impact of digital tools on the early educators in the kindergarten. On the other hand, it has also been found that 20% respondents belong to private sector, 50% from anchor operator school and 30% from local schools. Moreover, 30% participants teach in the playgroup, 20% in pre-nursery and 50% in nursery and kindergarten classes.
Theme 2: Application of digital tools in the classroom on a regular basis
|
2. Do you apply the digital tools in the classroom on regular basis? |
||
|
Responses |
Frequency |
Respondents |
|
Yes |
60% |
9 |
|
No |
40% |
6 |
|
Total |
100% |
15 |
On the basis of collected data, it has been found that 60% of respondents accept that they use the digital tools in the classroom on regular basis. On the other hand, the remaining 40% of participants said that they do not use the digital tools in the classroom activities on regular basis. Although, they prefer the tools as per the requirements and on a specific session to develop more understanding regarding the topic in the class. Therefore, it reflects that the majority of respondents apply digital equipment in the classroom of the kindergarten school.
Theme 3: Preference of different types of digital tools in the classroom for learning of the students
|
3. What type of digital tools do you prefer in the classroom for learning of the students? |
||
|
Responses |
Frequency |
Respondents |
|
Computer and Laptops |
20% |
3 |
|
Tablets |
20% |
3 |
|
Mobile devices |
20% |
3 |
|
Interactive smartboards |
20% |
3 |
|
E-books |
20% |
3 |
|
Total |
100% |
15 |
Collected data displays that 20% participants prefer the computers and laptops as digital tools in the classroom for the learning of the students whereas other 20% respondents use the tablets, another 20% use mobile devices to teach the students more effectively in the classroom. On the other hand, other 20% teachers adopt the interactive smart boards in the class for the learning of the child. At the end, remaining 20% respondents prefer to use the e-books for the learning of the students in the classroom. Thus, it shows that there is an equal ratio regarding the use of each digital tools in the classroom because participants prefer the tools as per the convenience level of students.
Theme 4: Different type of techniques used by teachers for effective application of digital tools on a regular basis
|
4. What type of techniques can be used by teachers for effective application of digital tools on regular basis? |
||
|
Responses |
Frequency |
Respondents |
|
Collaborative learning |
20% |
4 |
|
Making news today concept |
40% |
5 |
|
Broadcasting technique in classroom |
20% |
2 |
|
All of these |
20% |
4 |
|
Total |
100% |
15 |
According to collected data, it has been found that 20% teachers apply the collaborative learning technique in the classroom for the effective application of digital tools on regular basis. Further, 40% respondents apply the making new today concept in the classroom activities to effectively apply digital tools. Apart from this, 20% teachers use the broadcasting techniques in the classroom to create awareness of the students regarding digital tools. At the end, 20% respondents apply all the tools for the effective learning of the students in the classroom activities. In this manner, it shows that the majority of participants as 40%, prefer to use all the digital tools in the classroom for the effective learning of students.
Theme 5: Requirement of technical training to operate digital tools by using updated knowledge and skills
|
5. Do you require any technical training to operate digital tools by using updated knowledge and skills? |
||
|
Responses |
Frequency |
Respondents |
|
Yes |
60% |
10 |
|
No |
40% |
5 |
|
Total |
100% |
15 |
On the basis of collected data, it has been identified that 60% of respondents require technical training to operate digital tools by using updated knowledge and skills of gadgets. They do not have knowledge about the operating process of digital tools. Further, remaining 40% participants do not demand the technical training regarding use of digital tools. Here, it might be a possible that they have knowledge about use of digital tools. Thus, it indicates that a majority of respondents requires to take technical training regarding operate digital tools in the classroom activities so that attractive results can be achieved.
Theme 6: Two types of training early practitioners required for use of digital tools in kindergarten
|
6. What type of training early practitioners required for use of digital tools in kindergarten? |
||
|
Responses |
Frequency |
Respondents |
|
On-the-job training |
40% |
6 |
|
Off-the-job training |
40% |
4 |
|
Both A and B |
20% |
5 |
|
Total |
100% |
15 |
According to the collected data, 40% of respondents said that early practitioners require the on-the-job training for the use of digital tools in kindergarten because it saves the time and teachers can perform dual activities learning plus educating. On the other hand, 40% of participants said that off-the-job training is demanded by early educators to use digital tools in the classroom activities. Besides this, remaining 20% of participants gave views that both types of training are required for the teaching practitioners because it helps to enhance the knowledge and skills related to the application of digital tools in kindergarten. Therefore, the majority of people were agreed about the need of training on a single basis such as a mere on-the-job or off-the-job.
Theme 7: Achievement of results by the involvement of digital tools in kindergarten
|
7. What type of results can be achieved by involvement of digital tools in kindergarten? |
||
|
Responses |
Frequency |
Respondents |
|
Delivery of quality education |
20% |
2 |
|
New opportunities for professional development of educators |
20% |
2 |
|
Boost confidence level in early practitioners |
20% |
4 |
|
Time-saving |
20% |
2 |
|
All above |
20% |
5 |
|
Total |
100% |
15 |
On the basis of the gathered data, it has been analyzed that all the respondents have equal perception regarding the outcome of the use of digital tools in the classroom. They said that digital tools are helpful to offer quality education, new opportunities, higher confidence and time saving for the class activities.
Analysis for interview questions
Theme 1: Reasons forces practitioners to use digital tools
On the basis of the interview, it has been found that 3 respondents said that digital tools are helpful to enhance the quality of education in classroom. Further, it has been derived from remaining 3 participants said that digital tools help to create new opportunities for the professional development of educators as well as creates the chances for the students to work more innovatively. Furthermore, it also maximizes the interaction between teachers and students because it focuses on the variety of interactive activities.
Theme 2: Types of appropriate tools to improve interaction among teachers and students
On the basis of collected data of interview, it has been found that 3 participants said that use of e-books and interactive smartboards are helpful to improve the connectivity among teachers and students. Further, 2 respondents uttered that computers and mobiles phones are more suitable digital tools to enhance the interaction of the students because these tools are operated on the basis of internet access which creates connectivity on the web portal for the students and teachers. Apart from this, 1 respondent said that tablets have a contribution in the increased interactions among them because these are easy to carry and can be used any time.
Theme 3: Issues faced by teachers during operation of digital tools in kindergarten
According to interview, it has been identified that 4 of respondents uttered that lack of knowledge of digital tools is the main issue for the early educators which they face at the time of operation of digital tools in the classroom. On the other hand, 2 participants said that lack of training is the major issue for the practitioners which develops the hurdles in the form of the wrong submission of commands on the system.
Theme 4: No use of digital tools minimizes the opportunities for the students to be creative in class
As per the collected data of the interview, it has been found from 3 participants that the absence of digital tools in the classroom reduces the opportunities for the students to perform creatively and innovatively. Further, 3 respondents said that lack of digitization in the classroom, students remains untouched to the technology and minimizes the chances to deal in the competitive environment. In this manner, students may not be aware regarding computer technologies and not be involved in additional activities in classroom.
Theme 5: Criteria to use of digital tools in teaching and learning in the classroom
On the basis of collected data, it has been derived from 4 respondents that teachers use the collective learning and make news today concept to develop the knowledge regarding digital tools in the classroom. Further, remaining 2 participants said that broadcasting techniques are more supportive to learn about digital tools because it is associated with use of web sites, links etc. Thus, the majority of the participants were agreed to prefer collective learning and making news today concept to use the digital tools in the classroom.
Theme 6: Perception about children when they use digital tools and spend time with gadgets
According to collected data of interview, 2 of the respondents uttered that students remains more engaged with classroom activities by using the digital tools because it becomes interested regarding use of technology. On the other hand, another 2 participants said that digital tools generate the close interaction among teachers and students and also boost the confidence level. Apart from this, knowledge is maximized in students with the adoption of digital tools in the regular classroom activities. Further, remaining 2 respondents said that digital tools are helpful to improve the social skills because through digital tools students and educators remains attached with society on continuous basis. Thus, there is a positive perception regarding children during the use of the digital tools and spending time with gadgets.
Conclusion
On the basis of the report, it has been concluded that early practitioners teach as per the past knowledge and experience of teaching but now the scenario of education is based on the application of digital tools in the education system. Here, the early practitioners face the issues related to the operation of digital tools in classroom of kindergarten. Further, it has been found that lack of knowledge is one of the major issues for the teaching practitioners because in the absence of knowledge and experience, a teacher may not be able to use digital tools in the school. Apart from this, it has also been summarized that if an adequate training is not provided to teachers then they cannot apply the digital tools effectively in the classroom. Additionally, it may reduce the confidence level of teachers and they do not focus on the use of digital tools in the education of children. In this manner, it has been identified that management of school can provide on-the-job and off-the-job training to the early educators for the development of knowledge regarding digital tools.
With the help of digital tools, students can easily perform with extra creativity and innovations in classroom activities by using advanced technology in school projects. Furthermore, the use of digital tools in the classroom activities develops the level of confidence in the practitioners as well as students. The teachers can educate more effectively and students can learn to work with creativity through digital equipment in the class. Apart from this, it has also been concluded that quality education can be delivered by using digital tools in the classroom activities on a regular basis because teacher’s emphasis to make news today concepts and assign the assignment to students to prepare a video on today’s news. In this manner, it helps the students to use digital tools and create attractive presentations and also develops awareness related to technologies.
At the end, it has been concluded that the use of collaborative learning is more appropriate for the early educators to use in the class because it increases the chances to be more interactive with students. Further, it can also be summarized that interactive sessions can be held by the teachers to create collaboration among them through interactive smart boards in the classroom.
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