Early childhood teachers' views towards using constructivist internet-based environments to support children's learning activities : A mixed-methods study

• Published in: Australasian journal of early childhood Vol. 40; no. 1; pp. 81 - 90
• Main Authors: Tzuo, Pei-Wen, Toh, Lai Poh Emily, Liang, Jyh-Chong
• Format: Journal Article
• Language: English
• Published: Sage Publications Ltd. (UK) 01.02.2015
• Subjects: Activity programs (Education); Analysis; Child care centres; Child development; Children; Constructivism; Constructivism (Learning); Constructivist Internet-Based Environment (CIBE); Early childhood; Early childhood education; Educational aspects; Educational technology; Internet; Interviews; Kindergarten children; Knowledge base for teaching; Knowledge level; Learning; Methodology; Methods; Multimethod techniques; Online learning; Preschool children; Preschool curriculum; Preschool education; Preschool teachers; Qualitative research; Quantitative research; Science and technology; Science teaching; Singapore; Teacher attitudes; Teachers; Teaching; Teaching effectiveness; Teaching methods; Technological literacy; Young children; Singapore
• ISSN: 1836-9391; 1839-5961
• DOI: 10.1177/183693911504000111

As online technology has become increasingly pervasive in children's lives, this study explores: (1) early childhood teachers' views and preferences for use among the various functions of a Constructivist Internet-Based Environment (CIBE) in early childhood settings; and (2) whether early childhood teachers' technology-related knowledge (ECTTK) can predict their preferences. By employing a mixed-methods study with 168 pre-K teachers in Singapore, the authors' findings indicate that: (1) the five functions of CIBE cater to the different curriculum activities, including thematic-based learning, instruction of content knowledge, group project work, children's free play and science learning; and (2) teachers' general technological knowledge, technological content knowledge, and technological pedagogical knowledge are able to predict their preferences for using a CIBE. They discuss these findings and make suggestions regarding ways to optimise the adoption of a CIBE to cater to a broad spectrum of early school learning activities. [Author abstract]