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Early Childhood Teachers’ Access to and Use of ICT in Teaching: The Case of Mainland China
PROCEEDINGS

, , Department of Early Childhood Education, University of Ioannina, Greece, Greece

Global Learn, in Berlin, Germany Publisher: Association for the Advancement of Computing in Education (AACE)

Abstract

This paper investigated the current status of Mainland Chinese early childhood teachers’ ICT access and use in their teaching practices. In order to collect the data, a self-designed questionnaire was adopted. A total of 46 teachers participated in the study. It was found that the ICT equipment and resources the teachers could access to were limited, especially the new and the Internet-connected ones. However, under this limited condition, searching educational materials via the computer and the Internet was commonly conducted by the teachers. A large proportion of the teachers also used ICT in their teaching process with a high frequency. In addition, teachers’ educational level and pre-service training on ICT use at university were found play an important role in determining whether the teachers used ICT in their teaching process. The implications for the future practice and research were also discussed.

Citation

Liu, X. & Pange, J. (2015). Early Childhood Teachers’ Access to and Use of ICT in Teaching: The Case of Mainland China. In Proceedings of Global Learn Berlin 2015: Global Conference on Learning and Technology (pp. 590-596). Berlin, Germany: Association for the Advancement of Computing in Education (AACE). Retrieved October 17, 2021 from .

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