Abstract
In the past, computer integration into classroom settings was geared towards students at higher levels. It has since become a key component in many Early Childhood (EC) settings in developed and developing countries. This study explores the concerns of three teachers at two ECCE centers within one ECCE cluster about the integration of computer technology in the delivery of the Early Childhood Care and Education curriculum. It also investigates teachers’ views of the factors that influence their concerns. This study can help change facilitators employ strategies to address the concerns of the teachers, guide policy development at the Ministry of Education and add to the dearth of local literature on ECCE teachers’ concerns about the integration of computer technology. A qualitative approach was employed and data was collected from semi-structured interviews and open-ended concerns statements. The Stages of Concerns component of the Concerns Based Adoption Model was the guiding theoretical framework utilized in this study. The findings reveal that teachers had a conglomeration of self, task and impact concerns with task concerns being predominant. Teachers’ concerns were mostly due to external factors such as, inadequate training, lack of resources and technical support. As such, there is the need for emphasis to be placed on teacher preparation with regards to the integration of technology and it is critical that teachers be supported throughout the change process.
Presenters
Sharmila Nisha HarryLecturer, School of Education, University of the West Indies St Augustine, Trinidad and Tobago Natalie Suepaul
Teacher 1 Primary, Bon Air Government Primary School, Ministry of Education, Tunapuna-Piarco, Trinidad and Tobago
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Early childhood care and education, Computer technology, Integration, Concerns
