The incidence of information and communication technologies in early childhood classrooms: A systemic literature review
Dalal Aldhilan 1 *
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1 Department of Kindergarten, College of Art & Sciences at Turaif, Northern Border University, Arar, SAUDI ARABIA* Corresponding Author

Abstract

The importance of information and communication technology (ICT) in education has been increasingly acknowledged due to advancements in technology. Prior research has explored several perspectives on the “use of ICT in early childhood education (ECE) and has highlighted many obstacles to its implementation in the classroom setting”. The synthesis of these research does not lean towards a singular perspective or definitive result, so allowing for further investigation of the issue at a more profound level. This systematic literature review seeks to enhance the current body of knowledge on teachers’ attitudes toward the efficacy of using ICT in ECE classrooms. By using PRISMA procedures, a total of 12 studies were selected to investigate the perspectives of teachers about the use of ICT, the current methods employed, and the efficacy of teaching at ECE level. The study’s findings indicate that, in general, teachers exhibit a significant propensity toward the use of ICT in ECE. However, the implementation of ICT in classrooms is constrained by several factors.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Review Article

PEDAGOGICAL RES, 2024, Volume 9, Issue 2, Article No: em0190

https://doi.org/10.29333/pr/14147

Publication date: 01 Apr 2024

Online publication date: 25 Jan 2024

Article Views: 285

Article Downloads: 225

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