Preschool Teachers' Views and Experiences about ICT Use in Instruction: A Case Study

Problem Statement: Three to five years, or preschool children’s activities and experiences with computers will evolve over time as they grow and develop. The teacher’s role moves from guidance toward monitoring and active facilitation the role of the classroom teacher and the learning environment determine how effectively technological tools, curriculum, and standards support children’s learning.
Purpose of the Study: The purpose of this paper was to explore preschool teachers' views and experiences about Ict use in instruction.
Methods: This research was designed as a case study which is a qualitative research design. The research was carried on in a preschool which is the only preschool which uses ICT as a part of its instruction. The participants were determined by convenience sampling which is a type of purposeful sampling. As a result the work group consisted of eight teachers teaching three, four and five year-old children.
Findings and Results: In the first stage the participants were interviewed using a standardized open-ended interview form. In the second stage classroom observations were made using check-lists, photos and videos. The data were analysed by content analysis technique using NVivo 10. According to the findings preschool teachers seem to have media literacy skills to a moderate level because they deal with ICT such as Scanners, computers and communicating via social network. The findings show that they use Ict for two reasons; first for managerial issues and secondly, for instructional issues. According to the results when each child is given a personal computer, teachers can be able to communicate each child separately and as a result classroom management becomes easier in a more positive classroom climate. Non-disciplinary behaviours occur less or at least change in nature.
Conclusions and Recommendations: Consequently, especially when it is available per-person, in preschool classrooms, ICT use enhances students’ interest and learning. As a result there is a need to control and supervise the way a computer is used. The time allowed for each student should be restricted. Teachers should be provided with more personal and professional developmental opportunities for more complicated implementations of information and communication technologies in the future; physical and technical capacities of the schools should be made available for individualized learning and finally teachers should be given the opportunity to develop the program and material for a more effective instruction.