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The role of ICT in early childhood education: an explorative study on ICT use and influencing factors

Stephanie Kerckaert, Ruben Vanderlinde (UGent) and Johan van Braak (UGent)
(2015) European Early Childhood Education Research Journal. 23(2). p.183-199
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Abstract
Nowadays, more and more authors are convinced that ICT in early childhood education provides multiple possibilities for young children. The current study, conducted in Flanders, aims to get a clearer picture of ICT use in Flemish preschools. For this purpose, a questionnaire was composed consisting of newly developed and existing scales. Based on the answers of 232 preschool teachers, two types of ICT use are distinguished in early childhood education, ‘ICT use supporting basic ICT skills and attitudes’, and ‘ICT use supporting contents and individual learning needs’. ‘ICT use supporting basic ICT skills and attitudes’ occurs more frequently and is related to the grade of the preschoolers, teachers’ self-perceived ICT competences and the number of years of experience with ICT at school. ‘ICT use supporting contents and individual learning needs’ is strongly related to the grade of the preschoolers, teachers’ self-perceived ICT competences, ICT professional development and teachers’ attitudes towards the possibilities of ICT for teachers in early childhood education. This indicates that professional development is a crucial factor in stimulating ICT use that transcends teaching basic ICT skills and attitudes.
Keywords
COMPUTER USE, PRIMARY-SCHOOL TEACHERS, TECHNOLOGY, CHILDREN, INTEGRATION, CLASSROOM, MODEL, PLAY, ICT, technology use, early childhood education, professional development, scale development

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MLA
Kerckaert, Stephanie, et al. “The Role of ICT in Early Childhood Education: An Explorative Study on ICT Use and Influencing Factors.” European Early Childhood Education Research Journal, vol. 23, no. 2, 2015, pp. 183–99, doi:10.1080/1350293X.2015.1016804.
APA
Kerckaert, S., Vanderlinde, R., & van Braak, J. (2015). The role of ICT in early childhood education: an explorative study on ICT use and influencing factors. European Early Childhood Education Research Journal, 23(2), 183–199. https://doi.org/10.1080/1350293X.2015.1016804
Chicago author-date
Kerckaert, Stephanie, Ruben Vanderlinde, and Johan van Braak. 2015. “The Role of ICT in Early Childhood Education: An Explorative Study on ICT Use and Influencing Factors.” European Early Childhood Education Research Journal 23 (2): 183–99. https://doi.org/10.1080/1350293X.2015.1016804.
Chicago author-date (all authors)
Kerckaert, Stephanie, Ruben Vanderlinde, and Johan van Braak. 2015. “The Role of ICT in Early Childhood Education: An Explorative Study on ICT Use and Influencing Factors.” European Early Childhood Education Research Journal 23 (2): 183–199. doi:10.1080/1350293X.2015.1016804.
Vancouver
1.
Kerckaert S, Vanderlinde R, van Braak J. The role of ICT in early childhood education: an explorative study on ICT use and influencing factors. European Early Childhood Education Research Journal. 2015;23(2):183–99.
IEEE
[1]
S. Kerckaert, R. Vanderlinde, and J. van Braak, “The role of ICT in early childhood education: an explorative study on ICT use and influencing factors,” European Early Childhood Education Research Journal, vol. 23, no. 2, pp. 183–199, 2015.
@article{4088823,
  abstract     = {{Nowadays, more and more authors are convinced that ICT in early childhood education provides multiple possibilities for young children. The current study, conducted in Flanders, aims to get a clearer picture of ICT use in Flemish preschools. For this purpose, a questionnaire was composed consisting of newly developed and existing scales. Based on the answers of 232 preschool teachers, two types of ICT use are distinguished in early childhood education, ‘ICT use supporting basic ICT skills and attitudes’, and ‘ICT use supporting contents and individual learning needs’. ‘ICT use supporting basic ICT skills and attitudes’ occurs more frequently and is related to the grade of the preschoolers, teachers’ self-perceived ICT competences and the number of years of experience with ICT at school. ‘ICT use supporting contents and individual learning needs’ is strongly related to the grade of the preschoolers, teachers’ self-perceived ICT competences, ICT professional development and teachers’ attitudes towards the possibilities of ICT for teachers in early childhood education. This indicates that professional development is a crucial factor in stimulating ICT use that transcends teaching basic ICT skills and attitudes.}},
  author       = {{Kerckaert, Stephanie and Vanderlinde, Ruben and van Braak, Johan}},
  issn         = {{1350-293X}},
  journal      = {{European Early Childhood Education Research Journal}},
  keywords     = {{COMPUTER USE,PRIMARY-SCHOOL TEACHERS,TECHNOLOGY,CHILDREN,INTEGRATION,CLASSROOM,MODEL,PLAY,ICT,technology use,early childhood education,professional development,scale development}},
  language     = {{eng}},
  number       = {{2}},
  pages        = {{183--199}},
  title        = {{The role of ICT in early childhood education: an explorative study on ICT use and influencing factors}},
  url          = {{http://doi.org/10.1080/1350293X.2015.1016804}},
  volume       = {{23}},
  year         = {{2015}},
}
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