Barriers to the use of technology in Jordanian pre-school settings
Barriers to the use of technology in Jordanian pre-school settings
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DOI：
10.1080/14759390903255619
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发表时间：
2009-01-01
影响因子：
4.9
通讯作者：
Ihmeideh, Fathi Mahmoud
中科院分区：
文献类型：
--
作者：
Ihmeideh, Fathi Mahmoud
技术已日益成为幼儿教育课堂上重要和公认的工具。尽管它在支持儿童发展方面具有强大的力量和重要性，但幼儿教育工作者仍然在他们的教学实践中努力使用技术。这项研究调查了约旦学前教育中使用技术的障碍。与学前教师（n = 30）和校长（n = 15）进行了访谈。结果表明，缺乏软件、资金、时间和技术技能是大多数约旦学前教育机构使用技术的主要障碍。此外，结果显示，大多数学前教师都意识到使用技术进行学习和教学的价值，而校长不确定它对儿童的好处。最后，研究提出了一些实际和理论的建议，为研究领域。
Technology has increasingly become an important and accepted tool in early childhood education classrooms. Despite its power and significance in supporting children's development, early childhood educators still struggle with using technology in their teaching practice. This study investigated the barriers to the use of technology in Jordanian pre-school education. Interviews with pre-school teachers (n = 30) and principals (n = 15) were conducted. Results indicated that the lack of software, funds, time and technology skills were found to be the main barriers to using technology in most Jordanian pre-school settings. Moreover, the results revealed that most pre-school teachers were aware of the value of using technology for learning and teaching, whereas principals were not certain about its benefits for children. The study concludes with putting forward a number of practical and theoretical recommendations for the field of study.