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Technology integration for young children during COVID‐19: Towards future online teaching
Author(s) -
Hu Xinyun,
Chiu Ming Ming,
Leung Wai Man Vivienne,
Yelland Nicola
Publication year - 2021
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/bjet.13106
Subject(s) - online teaching , thematic analysis , psychology , covid-19 , online learning , medical education , teaching method , technology integration , computer assisted web interviewing , mathematics education , pedagogy , medicine , qualitative research , multimedia , sociology , computer science , social science , disease , pathology , marketing , infectious disease (medical specialty) , business
Abstract To support young children's learning during the coronavirus 2019 (COVID‐19) pandemic, preschool educators in Hong Kong were required to teach with digital technologies. In this study, 1035 educators from 169 preschools reported their views and practices in an online survey, which we examined via multilevel mixed‐response analysis and thematic analysis . More than half of the respondents (53%) expected future online teaching to continue, and only 11% of educators believed that parents would reject this form of delivery. Administrators and teaching assistants were more likely than teachers to expect online preschool teaching to continue in the future. In addition, respondents with existing online platform experience, who taught the upper levels of preschool, or incorporated specific teaching practices (eg, after the online lesson, they assessed children and assigned homework tasks), were more likely than others to expect online teaching in the future. Many of these respondents also reported (a) difficulty with engaging their children when online and (b) inadequate support from parents for learning activities, which reduced the respondents' perceived likelihood of future online teaching. Administrators and teaching assistants were more likely than teachers to believe that parents would accept online teaching in the future. Respondents who felt they had inadequate training to teach online, children in families with inadequate technical skills and parents who believed that online lessons harmed children's well‐being, were less likely than others to believe that parents would accept online teaching in the future. These educators believed that online learning communities could connect parents and schools and foster interaction that could help align with educator's support for children's learning needs.Practitioner notes What is already known about technology integration for young children during COVID‐19 COVID‐19 led to the closure of many schools, requiring teachers to teach online. Barriers to integrating technologies in preschool settings existed before the pandemic. Online teaching can support students' learning, but few studies have examined technology integration for preschoolers at home during a pandemic. What this paper adds This paper adds new data on schooling during a pandemic. During the closures, preschool teachers applied two major online teaching approaches: (a) digital content interaction and (b) online human interaction. Technology integration was added to provide evidence of how teachers applied online learning resources for young children during COVID‐19. During closures, teachers often delivered learning resources via digital‐mediated learning platforms, but they were less likely than other educators to expect online teaching in the future. Educators who perceived greater engagement of children or support from parents were more likely to expect online teaching in the future. Implications for practice and/or policy This study showed that some preschool teachers integrated technology into their teaching during a pandemic, and future studies can explore how to facilitate or extend this integration after the pandemic. This study showed the need for more interactive online teaching preparation to address young children's learning needs. Some teachers were responsive to feedback from children and monitored their learning during the online teaching process.