Research Article

Teaching Mathematics in Early Childhood Education with ICT: The Views of Two Contrasting Teachers’ Groups

Artemis Eleftheriadi 1, Konstantinos Lavidas 2 * , Vassilis Komis 3
More Detail
1 Postgraduate student in Department of Educational Sciences and Early Childhood Education, University of Patras, GREECE2 Laboratory and Teaching Staff Department of Educational Sciences & Early Childhood Education University of Patras, GREECE3 Professor, Department of Educational Sciences and Early Childhood Education, University of Patras, GREECE* Corresponding Author
Journal of Digital Educational Technology, 1(1), 2021, ep2103, https://doi.org/10.21601/jdet/11117
OPEN ACCESS   1505 Views   3470 Downloads
Download Full Text (PDF)

ABSTRACT

The aim of this study is to compare the views of preschool teachers using ICT to those who do not, on the basis of the benefits and the barriers that ICT bring in teaching and learning mathematics. Twenty preschool teachers took part in this study: nine who do not use ICT and eleven, who do use them for teaching mathematics. Data were collected with semi-structured interviews and analyzed using the thematic content analysis method. Results indicate that preschool teachers, who use ICT in teaching mathematics, teach mathematical concepts such as spatio-temporal, orientation, classification, matching, serializations, quantities, mathematical operations, patterns, comparisons, volume, shapes, and size. Moreover, despite the benefits of ICT observed by teachers of both groups, but mainly from the one using ICT, the overall use of ICT in the teaching of mathematics is obsoleted. The main barriers of ICT integration, according to preschool teachers are the lack of training on its integration and the preschool teachers’ role during the teaching of mathematics. Implications for in-service teacher training and educational policy are discussed.

CITATION (APA)

Eleftheriadi, A., Lavidas, K., & Komis, V. (2021). Teaching Mathematics in Early Childhood Education with ICT: The Views of Two Contrasting Teachers’ Groups. Journal of Digital Educational Technology, 1(1), ep2103. https://doi.org/10.21601/jdet/11117

REFERENCES

  1. A cross thematic curriculum framework (2003). http://www.pi-schools.gr/programs/depps/
  2. Bryman, A. (2016). Social research methods. Oxford University Press.
  3. Calder, N. (2015). Apps: Appropriate, applicable and appealing? In T. Lowrie, & R. Jorgensen (Zevenbergen) (Eds.) Digital Games and Mathematics Learning. Mathematics Education in the Digital Era, 4, 233-250. https://doi.org/10.1007/978-94-017-9517-3_12
  4. Clements, D. (2000). From exercises and tasks to problems and projects- unique contributions of computers to innovative mathematics education. Journal of Mathematical Behaviour, 19(1), 9-47. https://doi.org/10.1016/S0732-3123(00)00036-5
  5. Clements, D. (2002). Computers in early childhood mathematics. Contemporary Issues in Early Childhood, 3(2), 160-181. https://doi.org/10.2304/ciec.2002.3.2.2
  6. Clements, D., & Sarama, J. (2016). Math, science and technology in the early grades. The Future of Children, 26(2). https://doi.org/10.1353/foc.2016.0013
  7. Dooley, T., Dunphy, E., Shiel, G., Butler, D., Corcoran, D., Farrell, T., NicMhuira, S., O’Connor, M., Travers, J., & Perry, B. (2014). Mathematics in early childhood and primary education (3-8 years): Teaching and learning. National Council for Curriculum and Assessment. https://ncca.ie/media/2147/ncca_research_report_18.pdf
  8. Ertmer, P., Addison, P., Lane, M., Ross, E., & Woods, D. (1999). Examining teachers’ beliefs about the role of technology in the elementary classroom. Journal of Research on Computing in Education, 32(1), 54-72. https://doi.org/10.1080/08886504.1999.10782269
  9. Fox, J., Diezmann, C., & Lamb, J. (2016). Early childhood teachers’ integration of ICTs: Intrinsic and extrinsic barriers. In B. White, M. Chinnappan, & S. Trenholm (Eds.), Opening up mathematics education research (pp. 246-253). Proceedings of the 39th annual conference of the mathematics education research group of Australasia. https://files.eric.ed.gov/fulltext/ED572411.pdf
  10. Gialamas, V., & Nikolopoulou, K. (2010). In-service and pre-service early childhood teachers’ views and intentions about ICT use in early childhood settings: A comparative study. Computers & Education, 55, 33-34. https://doi.org/10.1016/j.compedu.2010.01.019
  11. Gray, C., Dunn, J., Moffert, P., & Mitchell, D. (2017). Mobile devices in early learning: Evaluating the use of portable devices to support young children’s learning. Report Commissioned by Irish Education Authority. https://doi.org/10.13140/RG.2.2.15948.82568
  12. Ihmeideh, F., & Al-Maadadi, F. (2018). Towards improving kindergarten teachers’ practices regarding the integration of ICT into early years settings. The Asia – Pacific Education Researcher, 27, 65-78. https://doi.org/10.1007/s40299-017-0366-x
  13. Kara, N., & Cagiltay, K. (2017). In-service preschool teachers’ thoughts about technology use in early educational settings. Contemporary Educational Technology, 8(2), 119-141. https://doi.org/10.30935/cedtech/6191
  14. Kerckaert, S., Vanderlinde, R., & Braak, J. (2015). The role of ICT in early childhood education: Scale development and research on ICT use and influencing factors. European Early Childhood Education Research Journal, 23(2), 183-199. https://doi.org/10.1080/1350293X.2015.1016804
  15. Lavidas, K., Gialamas, V. (2019). Adaption and psychometric properties of the short forms Marlowe-Crowne social desirability scale with a sample of Greek university students. European Journal of Education Studies, 6(8), 230-239. https://doi.org/10.5281/zenodo.3552531
  16. Lavidas, K., Katsidima, A., Theodoratou, S., Komis, V., & Nikolopoulou, K. (2021). Preschool teachers’ perceptions about TPACK in Greek educational context. Journal of Computer in Education. https://doi.org/10.1007/s40692-021-00184-x
  17. Linder, S., Powers-Costello, B., & Stegelin, D. (2011). Mathematics in early childhood: Research-based rationale and practical strategies. Early Childhood Educational Journal, 39(1), 29-37. https://doi.org/10.1007/s10643-010-0437-6
  18. Liu, X., Toki, E., & Pange, J. (2014). The use of ICT in preschool education in Greece and China: A comparative study. Procedia – Social and Behavioral Sciences, 112, 1167-1176. https://doi.org/10.1016/j.sbspro.2014.01.1281
  19. Ljung-Djärf, A., Aberg-Bengtsson, L., & Ottosson, T. (2005). Ways of relating to computer use in preschool activity. International Journal of Early Years Education, 13(1), 29-41. https://doi.org/10.1080/09669760500048295
  20. NCTM [National Council of Teachers of Mathematics]. (2015). Strategic use of technology in teaching and learning mathematics. https://www.nctm.org/uploadedFiles/Standards_and_Positions/Position_Statements/Strategic%20Use%20of%20Technology%20July%202015.pdf
  21. Nikolopoulou, K. (2014). Educational software use in kindergarten. In C. Karagiannidis, P. Politis, & I. Karasavvidis (Eds.), Research on e-learning and ICT in Education: Technological, Pedagogical and Instructional Perspectives (pp. 39-57). Springer. https://doi.org/10.1007/978-1-4614-6501-0
  22. Nikolopoulou, K. (2020). Preschool teachers’ practices of ICT - Supported early language and mathematics. Creative Education, 11, 2038-2052. https://doi.org/10.4236/ce.2020.1110149
  23. Nikolopoulou, K., & Gialamas, V. (2015). Barriers to the integration of computers in early childhood settings: Teachers’ perceptions. Education and Information Technologies, 20, 285-301. https://doi.org/10.1007/s10639-013-9281-9
  24. Nikolopoulou, K., Gialamas, V., Lavidas, K., & Komis, V. (2021). Teachers’ readiness to adopt mobile learning in classrooms: A study in Greece. Technology, Knowledge and Learning, 26, 53-77. https://doi.org/10.1007/s10758-020-09453-7
  25. Outhwaite, L.A., Gulliford, A., & Pitchford, N.J. (2017). Closing the gap: Efficacy of a tablet intervention to support the development of early mathematical skills in UK primary school children. Computers & Education, 108, 43-58. https://doi.org/10.1016/j.compedu.2017.01.011
  26. Papadakis, S. (2015). The use of ICT for teaching realistic mathematics in preschool education. University of Crete, Rethimno. https://thesis.ekt.gr/thesisBookReader/id/36766#page/2/mode/2up
  27. Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2018). The effectiveness of computer and tablet assisted intervention in early childhood students’ understanding of numbers. Education and Information Technologies, 23, 1849-1871. https://doi.org/10.1007/s10639-018-9693-7
  28. Plowman, L., & Stephen, C. (2005). Children, play and computers in preschool education. British Educational Research Association, 36(2), 145-157. https://doi.org/10.1111/j.1467-8535.2005.00449.x
  29. Romero-Tena, R., Lopez-Lozano, L., & G. Puig (2020). Types of uses technologies by Spanish early childhood teachers. European Journal of Educational Research, 9(2), 511-522. https://doi.org/10.12973/eu-jer.9.2.511
  30. Sabanci, A., & Omeroglu, M. (2015). Preschool teachers’ views and experiences about ICT use in instruction: A case study. International Journal of Academic Research in Business and Social Sciences, 5(6), 170-183. https://doi.org/10.6007/IJARBSS/v5-i6/1667
  31. Sanchez, A., Marcos, J., Gonsalez, M, & GuanLin, H. (2012). In service teachers’ attitudes towards the use of ICT in the classroom. Procedia – Social and Behavioural Sciences, 46, 1358-1364. https://doi.org/10.1016/j.sbspro.2012.05.302
  32. Theodoropoulou, I., Lavidas, K., & Komis, V. (2021). Results and prospects from the utilization of educational robotics in Greek schools. Technology, Knowledge and Learning. https://doi.org/10.1007/s10758-021-09555-w
  33. Tsirmpa, C., Stellakis, N., Lavidas, K. (2021). Beliefs of parents of preschool children about literacy: Facilitative and Conventional approaches. European Early Childhood Education Research Journal, 29(4). https://doi.org/10.1080/1350293X.2021.1941169
  34. Zaranis, N. (2014). The use of ICT in kindergarten for teaching addition based on realistic mathematics education. Educational and Information Technologies, 21, 589-606. https://doi.org/10.1007/s10639-014-9342-8
  35. Zaranis, N., & Valla, V. (2019). Tablets in learning mathematics for kindergarten students. In L. Daniela (Ed.), Didactics of smart pedagogy. Springer, Cham. https://doi.org/10.1007/978-3-030-01551-0_14