Skip to main content
SpringerLink
Log in

Attitudes of preservice kindergarten teachers toward the integration of computers and the reduction of the digital divide in kindergartens

  • Research Article
  • Published:
Educational Technology Research and Development Aims and scope Submit manuscript

Abstract

Given the great importance of integrating computers into kindergartens and the fact that today such integration has been implemented only partially, there is a need for research to examine the factors that make it difficult to achieve this end. Thus our study focused on the attitudes of preservice kindergarten teachers regarding the integration of computers into early learning environments. We sought to examine: (a) the perception of preservice kindergarten teachers with regard to narrowing the digital divide to help reduce inequality among children in the kindergarten; (b) teachers’ feelings of threat or challenge when facing the integration of computers; and (c) correlations between various study variables. This was a mixed-method study, using a sample of 124 female preservice kindergarten teachers in Israel. The study found that the attitudes of preservice teachers toward integrating computers into kindergartens are mainly positive. The findings suggest that there is a higher chance for preservice kindergarten teachers to effectively integrate computers when they start working than for inservice kindergarten teachers who currently make limited use of a digital environment. This finding is encouraging and may indicate a higher degree of e-Readiness among recent graduates of kindergarten education programs.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3

Similar content being viewed by others

References

  • Agner, R. E. (2018). Teacher perceptions of technology-based reading interventions with kindergarten students and the differences between technology-based interventions on student reading growth. Wilmington University 13420704.

  • Adler, P. A., & Adler, P. (2008). Of rhetoric and representation: The four faces of ethnography. The Sociological Quarterly, 49(1), 1–30.

    Article  Google Scholar 

  • Agarwal, R., Animesh, A., & Kisaya, P. (2009). Research note: Social interactions and the “digital divide”—Explaining variations in internet use. Information Systems Research, 20(2), 277–294.

    Article  Google Scholar 

  • Atkinson, E., & Delamont, S. (2006). In the roiling smoke: Qualitative inquiry and contested fields. International Journal of Qualitative Studies in Education, 19(6), 747–755.

    Article  Google Scholar 

  • Beschorner, B., & Hutchison, A. (2013). iPads as a literacy teaching tool in early childhood. International Journal of Education in Mathematics, Science and Technology, 1(1), 16–24.

    Google Scholar 

  • Bittman, M., Rutherford, L., Brown, J., & Unsworth, L. (2011). Digital natives? New and old media and children’s outcomes. Australian Journal of Education, 55(2), 161–175.

    Article  Google Scholar 

  • Brito, R., & Dias, D. (2018). Digital technologies in kindergarten: Paths of kindergarten teachers and potentialities for children. In L. Daniela & M. Lytras (Eds.), Learning strategies and constructionism in modern education settings (pp. 114–130). IGI GLOBAL.

  • Carr, N. G. (2008). The big switch: Rewiring the world, from Edison to Google. W. W. Norton.

  • Carr, N. G. (2011). The shallows: What the internet is doing to our brains. W. W. Norton.

  • Castells, M. (2009). Communication power. Oxford University Press.

  • Clements, D. H., Sarama, J., & Liu, X. H. (2008). Development of a measure of early mathematics achievement using the Rasch model: The Research-Based Early Maths Assessment. Educational Psychology, 28(4), 457–482.

    Article  Google Scholar 

  • Cviko, A., McKenney, S., & Voogt, J. (2012). Teachers enacting a technology-rich curriculum for emergent literacy. Educational Technology Research and Development, 60(1), 31–54.

    Article  Google Scholar 

  • Danby, S., Davidson, C., Ekberg, S., Breathnach, H., & Thorpe, K. (2016). ‘Let’s see if you can see me’: Making connections with Google EarthTM in a preschool classroom. Children’s Geographies, 14(2), 141–157.

    Article  Google Scholar 

  • Davidson, C., Given, L. M., Danby, S., & Thorpe, K. (2014). Talk about a YouTube video in preschool: The mutual production of shared understanding for learning with digital technology. Australasian Journal of Early Childhood, 39(3), 76–83.

    Article  Google Scholar 

  • Daniela, L., & Rudolfa, A. (2018). The role of parents for developing digital literacy of 0–5 year olds. In L. Daniela & M. Lytras (Eds.), Learning strategies and constructionism in modern education settings (pp. 104–113). IGI GLOBAL. https://doi.org/10.4018/978-1-5225-5430-1.ch007.

  • Drigas, A. S., & Kokkalia, G. K. (2014). ICTs in kindergarten. International Journal of Emerging Technologies in Learning, 9(2), 52–58.

    Article  Google Scholar 

  • Eem, K., & Rachmiazasi, M. L. (2019). Dissemination of interactive whiteboard media in kindergarten school. In Advances in social science, education and humanities research, 287.

  • Fessakis, G., Gouli, E., & Mavroudi, E. (2013). Problem solving by 5–6 years old kindergarten children in a computer programming environment: A case study. Computers and Education, 63, 87–97.

    Article  Google Scholar 

  • Fleer, M. (2016). Theorising digital play: A cultural–historical conceptualisation of children’s engagement in imaginary digital situations. International Research in Early Childhood Education, 7(2), 75–90.

    Google Scholar 

  • Fleer, M. (2017). Digital role-play: The changing conditions of children’s play in preschool settings. Mind, Culture, and Activity, 24(1), 3–17.

    Article  Google Scholar 

  • Goyal, A. (2010). Information, direct access to farmers, and rural market performance in Central India. American Economic Journal: Applied Economics, 2(3), 22–45.

    Google Scholar 

  • Hammersley, M. (2008). Questioning qualitative research: Critical essays. Sage.

  • Haugland, S. W. (2005). Selecting or upgrading software and web sites in the classroom. Early Childhood Education Journal, 32(5), 329–340.

    Article  Google Scholar 

  • Hayles, K. (2012). How we think: Digital media and contemporary technogenesis. The University of Chicago Press.

  • Hooper-Greenhill, E. (2004). Measuring learning outcomes in museums, archives, and libraries: The learning impact research project (LIRP). International Journal of Heritage Studies, 10, 151–174.

    Article  Google Scholar 

  • Hsiao, H. S., & Chen, J. C. (2016). Using a gesture interactive game-based learning approach to improve preschool children’s learning performance and motor skills. Computers and Education, 95(1), 151–162.

    Article  Google Scholar 

  • Hsin, C. T., Li, M. C., & Tsai, C. C. (2014). The influence of young children’s use of technology on their learning: A review. Educational Technology and Society, 17(4), 85–99.

    Google Scholar 

  • Jeong, H. I., & Kim, Y. (2017). The acceptance of computer technology by teachers in early childhood education. Interactive Learning Environments, 25(4), 496–512.

    Article  Google Scholar 

  • Kalogiannakis, M., & Papadakis, St. (2019). Evaluating pre-service kindergarten teachers’ intention to adopt and use tablets into teaching practice for natural sciences. International Journal of Mobile Learning and Organisation, 13(1), 113–127.

    Article  Google Scholar 

  • Kazakoff, E. R., Sullivan, A., & Bers, M. U. (2013). The effect of a classroom-based intensive robotics and programming workshop on sequencing ability in early childhood. Early Childhood Education Journal, 41(4), 245–255.

    Article  Google Scholar 

  • Knauf, H. (2016). Interlaced social worlds: Exploring the use of social media in the kindergarten. Early Years: An International Journal of Research and Development, 36(3), 254–270.

    Article  Google Scholar 

  • Konca, A. S., Ozel, E., & Zelyurt, H. (2016). Attitudes of preschool teachers towards using information and communication technologies (ICT). International Journal of Research in Education and Science, 2(1), 10–15.

    Article  Google Scholar 

  • Labbo, L. D. (2009). “Let's do the computer story again, Nana”: A case study of how a 2-year-old and his grandmother shared thinking spaces during multiple shared readings of an electronic story. In A. G. Bus & S. B. Neuman (Eds.), Multimedia and literacy development (pp. 196–210). Routledge.

  • Lai, N. K., Ang, T. F., Por, L. Y., & Liew, C. S. (2018). Learning through intuitive interface: A case study on preschool learning. Computers and Education, 126, 443–458.

    Article  Google Scholar 

  • Lazurus, R. S. (2000). Toward better research on coping. American Psychologist, 55(6), 665–673.

    Article  Google Scholar 

  • Lazurus, R. S., & Folkman, S. (1984). Stress, appraisal and coping. Springer.

  • LeFevre, J., Polyzoi, E., Skwarchuk, S., Fast, L., & Sowinski, C. (2010). Do home numeracy and literacy practices of Greek and Canadian parents predict the numeracy skills of Kindergarten Children? International Journal of Early Years Education, 18(1), 55–70.

    Article  Google Scholar 

  • Leinonen, J., & Sintonen, S. (2014). Productive participation—Children as active media producers in kindergarten. Nordic Journal of Digital Literacy, 3, 216–236.

    Article  Google Scholar 

  • Lim, E. M. (2012). Patterns of kindergarten children’s social interaction with peers in the computer area. Computer-Supported Collaborative Learning, 7(3), 399–421.

    Article  Google Scholar 

  • Lim, E. M. (2015). The factors influencing young children’s social interaction in technology integration. European Early Childhood Education Research Journal, 23(4), 545–562.

    Article  Google Scholar 

  • Lindahl, M. G., & Folkesson, A. M. (2012). Can we let computers change practice? Educators’ interpretations of preschool tradition. Computers in Human Behavior, 28(5), 1728–1737.

    Article  Google Scholar 

  • Livingstone, S., & Sefton-Green, J. (2016). The class: Living and learning in the digital age. New York University Press.

  • Magen-Nagar, N., & Firstater, E. (2019). The obstacles to ICT implementation in the kindergarten environment: Kindergarten teachers’ beliefs. Journal of Research in Childhood Education. https://doi.org/10.1080/02568543.2019.1577769

    Article  Google Scholar 

  • Mantilla, A., & Edwards, S. (2019). Digital technology use by and with young children: A systematic review for the Statement on Young Children and Digital Technologies. Australasian Journal of Early Childhood. https://doi.org/10.1177/1836939119832744

    Article  Google Scholar 

  • Meinrath, S. D., Losey, J., & Lennett, B. (2011). A growing digital divide: Internet freedom and the negative impact of command-and-control networking. IEEE Internet Computing, 15(4), 75–79.

    Article  Google Scholar 

  • Mertala, P. (2016). Fun and games—Finnish children’s ideas for the use of digital media in preschool. Nordic Journal of Digital Literacy, 4, 207–222.

    Article  Google Scholar 

  • Michaelides, Μ. (2005). Computer science and modern educational technology in kindergarten. In E. Papaleontiou-Louka (Ed.), Modern approaches in the kindergarten syllabus (pp. 111–119). Tipothito/GeorgeDardanos.

  • NAEYC—National Association for the Education of Young Children (2012). Technology and interactive media as tools in early childhood programs serving children from birth through age 8. Author.

  • Nithyanantham, V., Paulmony, R., & Hasan, S. R. (2019). Self-perspective of 21st Century educators: A challenge in the globalized educational world. International Journal of Educational Research Review, 4(3), 325–333.

    Article  Google Scholar 

  • OECD. (2010). OECD Factbook 2010: Economic, environmental and social statistics. http://www.oecdilibrary.org/docserver/download/3010061e.pdf?expires=1520162375&id=id&accname=guest&checksum=7669F861CDF17EDEEF60C51B241BC074.

  • Paciga, K. A., Lisy, J. G., & Teale, W. H. (2013). Better start before kindergarten: Computer technology, interactive media and the education of preschoolers. Asia–Pacific Journal of Research in Early Childhood Education, 7(2), 85–104.

    Google Scholar 

  • Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2018). Educational apps from the Android Google Play for Greek preschoolers: A systematic review. Computers and Education, 116, 139–160.

    Article  Google Scholar 

  • Preradović, N. M., Gordana-Lešin, G., & Boras, D. (2017). The role and attitudes of kindergarten educators in ICT-supported early childhood education. Technology, Education, Management, 6(1), 162–172.

    Google Scholar 

  • Roberts-Holmes, G. (2014). Playful and creative ICT pedagogical framing: A nursery school case study. Early Child Development and Care, 184(1), 1–14.

    Article  Google Scholar 

  • Sakr, M., Connelly, V., & Wild, M. (2016). Narrative in young children’s digital art-making. Journal of Early Childhood Literacy, 16(3), 289–310.

    Article  Google Scholar 

  • Schott, M. C. (2017). Technology reading programs and their impact on listening comprehension. https://digitalcommons.brockport.edu/cgi/viewcontent.cgi?article=1773&context=ehd_theses.

  • Skantz Åberg, E., Lantz-Andersson, A., & Pramling, N. (2015). Children’s digital storymaking—The negotiated nature of instructional literacy events. Nordic Journal of Digital Literacy, 10(3), 170–189.

    Article  Google Scholar 

  • Stephen, C., & Edwards, S. (2018). Young children playing and learning in a digital age. A cultural and critical perspective. Routledge.

  • Verenikina, I., Kervin, L., Rivera, M. C., & Lidbetter, A. (2016). Digital play: Exploring young children’s perspectives on applications designed for preschoolers. Global Studies of Childhood, 6(4), 388–399.

    Article  Google Scholar 

  • Vijayan, V., & Joshith, V. P. (2018). Technological pedagogical content knowledge: A framework for 21st century teacher cognition. International Journal of Research and Analytical Reviews, 5(3), 325–329.

    Google Scholar 

  • Vitoulisi, M. (2017). The formation of pre-service early childhood educators’ perceptions about ICT use in early childhood education after an experiential approach. European Journal of Education Studies, 3(5), 22–37.

    Google Scholar 

  • Vygotsky, L. S., & Luria, A. (1994). Tool and symbol in child development. In R. Van der veer & J. Valsiner (Eds.), The Vygotsky reader (pp. 99–174). Blackwell.

  • Wang, F., Kinzie, M., McGuire, P., & Pan, E. (2010). Applying technology to inquiry-based learning in early childhood education. Early Childhood Education Journal, 37(5), 381–389.

    Article  Google Scholar 

  • Wohlwend, K. E. (2010). A is for Avatar: Young children in literacy 2.0 worlds and literacy 1.0 schools. Language Arts, 88(2), 144–152.

    Google Scholar 

  • Yaghoub-Zadeh, Z., Farnia, F., & Ungerleider, C. (2010). How home enrichment mediates the relationship between maternal education and children's achievement in reading and math. Early Education and Development, 21(4), 568–594.

    Article  Google Scholar 

  • Yelland, N. (2011). Reconceptualising play and learning in the lives of young children. Australian Journal of Early Childhood, 36(2), 4–12.

    Article  Google Scholar 

  • Zilka, C. G. (2011). Digital environment in the kindergartens. In D. Chen & G. Kurtz (Eds.), ICT, learning and teaching (pp. 207–230). The Center for Academic Studies (Hebrew).

  • Zilka, C. G. (2014). Empowering educators and mentors in the social media age—The three element way. Butan-Galim (Hebrew).

  • Zilka, C. G. (2016). Reducing the digital divide among children who received desktop or hybrid computers for the home. Journal of Information Technology Education: Research, 15, 233–251.

    Article  Google Scholar 

  • Zilka, C. G. (2017). Awareness of ICT capabilities, digital literacy, and use of reflective processes in children who received their first home computer. Journal of Technology Enhanced Learning, 9(1), 80–98.

    Article  Google Scholar 

  • Zilka, C. G. (2017). The elements way: Empowering parents, educators, and mentors in the age of new media. Issues in Informing Science and Information Technology, 14, 101–119.

    Article  Google Scholar 

  • Zilka, C. G. (2018). Computers in kindergartens. Social Issues in Israel, 26, 58–90. (Hebrew).

    Google Scholar 

Download references

Funding

No funding/grant for this study.

Author information

Authors and Affiliations

  1. Achva Academic College, Bar-Ilan University, Ha-Zayit St., 106 Emunim, 79265, Ramat Gan, Israel

    Gila Cohen Zilka

Authors
  1. Gila Cohen Zilka
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Gila Cohen Zilka.

Ethics declarations

Conflict of interest

No conflict of interest.

Ethical approval

The study received approval from the Institutional Review Board (IRB) of Achva Academic College.

Informed consent

Informed consent was obtained from all individual participants included in the study.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Zilka, G.C. Attitudes of preservice kindergarten teachers toward the integration of computers and the reduction of the digital divide in kindergartens. Education Tech Research Dev 69, 711–731 (2021). https://doi.org/10.1007/s11423-021-09982-7

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11423-021-09982-7

Keywords

Search

Navigation