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11
Emerging New Technologies in Early Childhood Education
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Emerging New Technologies in Early Childhood Education
Aydin, H., Ozfidan, B., & Carothers, D. (2017). Meeting the challenges of curriculum and instruction in school settings in the United States. Journal of Social Studies Education Research, 8(3), 76-92.
Aydin et al. (2017) found in their study that both the curriculum and instructional methods have weaknesses that significantly reduce education quality in early childhood schools. For instance, the authors found that the ratio of teachers to students is lower than required, which implies that there are more students per teacher. Consequently, the teachers cannot comprehensively deliver customized instructions to all students effectively due to time constraints. The authors recommend the use of technology, and employment of more teachers to increase instructional quality by increasing the time taken to teach each student according to their learning and developmental needs.
Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: the new normal and emerging technologies. International journal of educational technology in Higher education, 15(1), 1-16.
Dziuban et al. (2018) discuss raise concerns that there are many challenges in early childhood education (ECE). They include ineffective instructional methods, substandard learning environments, and inappropriate content that do not effectively support children's learning and developmental needs. The authors propose the use of technologies to promote quality education and growth in early childhood education.
Samudra, P. G., Flynn, R. M., & Wong, K. M. (2019). Coviewing Educational Media: Does Coviewing Help Low-Income Preschoolers Learn Auditory and Audiovisual Vocabulary Associations?. AERA Open, 5(2), https://doi.org/10.1177/2332858419853238
Samudra et al. (2019) argue that the use of technology has not been used to the required potential to improve learners’ needs in early childhood education settings. For instance, the authors found that technological devices have the potential to increase children's developmental and educational needs. In this regard, the authors recommend the use of technological devices including tablets and computers to teach children. The authors researched and found that audiovisual learning devices increase interactive learning, which is associated with high engagement and high performance.
Research Problem
The problem is that many early year teachers in the current education sector do not have enough ICT equipment and expertise at their disposal to adequately deliver holistic instruction to early year learners. The quality of instruction is not increasing regardless of the increasing advancements in technology.
Aydin, H., Ozfidan, B., & Carothers, D. (2017). Meeting the challenges of curriculum and instruction in school settings in the United States. Journal of Social Studies Education Research, 8(3), 76-92.
According to Aydin et al. (2017), changes are continuing to be noticed in classroom populations, and in performance. For instance, the number of immigrants has increased significantly, which implies that there is a crucial need to apply effective and appropriate instructional approaches. Additionally, there has been a disproportional improvement in instructional methods with technological advancements. The implication is that instructional approaches have not effectively embraced and applied technology to improve learning.
Samudra, P. G., Flynn, R. M., & Wong, K. M. (2019). Covering Educational Media: Does Co-viewing Help Low-Income Preschoolers Learn Auditory and Audiovisual Vocabulary Associations? AERA Open, 5(2), https://doi.org/10.1177/2332858419853238
Research on emerging technologies in ECE is replete with evidence that shows when children view a video with their parents or teachers and narrate stories, they learn new vocabularies better (Samudra et al., 2019). The article talks about how technology assists students when they are with their parents. It also talks about how technology helps with new vocabulary, and this will help them to become a better speaker. It helped students to comprehend stories better. Overall, technology is a key to success based on this article.
Yılmaz, M., Yılmaz, U., & Yılmaz, E. N. D. (2019). The relation between social learning and visual culture. International Electronic Journal of Elementary Education, 11(4), 421-427.
The article speaks about the importance of observation and social cues in learning. The article talked a lot about how significant it was to see certain behaviors and adjust and how this has been used to help learners improve their knowledge for years. The theory of social learning was another big aspect of this article. Basically, more focus on this theory could help students and other learners improve the way they grasp information.
Purpose
The purpose of this study is to determine how best to integrate audiovisual technologies into ECE as well as possible ways to increase funding for ECE technology in the curriculum. In line with this goal, the research will explore the technologies used by educators to impart knowledge to early childhood learners. The concepts of interest include infusion of technology into early childhood education settings, and improving children’s learning and developmental needs using appropriate instructional approaches. Apart from teachers’ ICT tools, this study will also examine audiovisual technologies used by early education students. The basis of this research is the idea that there is inadequate application of technology in the classroom which reduces the quality of learning in many ECE classrooms. Findings of this research will help improve the learning experience of early childhood learners by selection of the most appropriate audiovisual technologies to be used in ECE classrooms. Additionally, the study will suggest ways by which teachers can improve government goodwill towards blended learning to increase funding for technology in ECE.
Conceptual Framework
The social learning theory, which was originally developed by psychologist Bandura, emphasizes the significance of observation, replication of behaviors, attitudes, and feelings of others (Yılmaz, Yılmaz & Yılmaz, 2019). The social learning theory concurs with the postulates of the behavioral theory. For instance, both theories assert that there are mediating actions between stimuli and corresponding responses. Additionally, both the Social Learning Theory and the Behavioral Theory concur that animals learn behaviors from the environment by observing the actions of others (Yılmaz, Yılmaz & Yılmaz, 2019). These basic principles are relevant to the application of technology in ECE. In the teaching-learning environment, there exist stimuli that can be used in the learning process.
Banneyer, K. N., Bonin, L., Price, K., Goodman, W. K., & Storch, E. A. (2018). Cognitive behavioral therapy for childhood anxiety disorders: a review of recent advances. Current psychiatry reports, 20(8), 1-8.
According to Banneyer et al. (2018), cognitive behavioral theory (CBT) of learning refers to the ability of children to learn according to the materials exposed to them. Additionally, the behaviors or the culture of the people around children influence their learning capacities and attitudes. The author presents findings of researches, which indicate that technological activities and other growth-supporting engagements increase children’s learning and developmental needs.
Yılmaz, M., Yılmaz, U., & Yılmaz, E. N. D. (2019). The relation between social learning and visual culture. International Electronic Journal of Elementary Education, 11(4), 421-427.
Bandura emphasized in the social learning theory that children observe the actions and behaviors of the people around them and assimilate them. In the well-known Bobo doll experiment, the psychologist assigned models to various children (Yılmaz, Yılmaz & Yılmaz, 2019). These models had certain behavioral characteristics that were to be replicated by the young children. The aim was for the kids to imitate and develop certain behaviors based on their observations. While developing his theory, Bandura believed that human beings are not passive learners, who automatically imitate behavior. There is a thought process involved and people can choose whether to imitate behaviors or not, based on a number of factors (Yılmaz, Yılmaz & Yılmaz, 2019). Thus, mental activity mediates observation and replication.
In the social learning theory, Bandura suggested four meditational stages between behavior observation and replication of behavior; attention, retention, replication, and, motivation (Yılmaz, Yılmaz & Yılmaz, 2019). An individual (in this case an early childhood leaner) has to first pay attention to the stimuli. Research is replete with evidence that young children pay higher levels of attention to the educational content when audiovisual teaching aids are used. Therefore, such findings suggest that emerging technologies will increase the attention span of ECE learners. Sustained attention in the teaching-learning environment improves the teaching-learning experience.
Another important postulate of the social learning theory is retention. When young children observe other people or inanimate objects such as mobile tablets, they remember their actions. However, since the behavior is mediated by a mental process, it may or may not be remembered. The application of interactive media makes the learning process more interesting for the learner, thus increasing the probability of retaining the content being delivered in the ECE classroom (Yılmaz, Yılmaz & Yılmaz, 2019). Even when there is short-term replication of the targeted behavior, there needs to be a memory to act as a point of reference in future.
Research Questions
1. Can audiovisual technologies improve learning in early childhood education settings?
2. How best can audiovisual equipment be used for blended learning for children under 10 years old in the State of California?
Research Methodology and Design
The study will utilize a qualitative design to investigate how best the various audiovisual equipment be used for blended learning for children under 10 years old in the State of California. The grounded theory design will be used because it would aid in the formulation of a theory that will be based on the collected data from the results of application of audiovisual technology in education (Laird et al., 2018). To that end, six participants will be selected using purposive sampling technique. The participants will encompass individuals from the education sector, teachers, and community members. The gathered data will be analyzed using content analysis tools. This process will involve identifying key themes and performing analytical procedures to confirm or reject the hypothesis.
Significance
References
Aydin, H., Ozfidan, B., & Carothers, D. (2017). Meeting the challenges of curriculum and instruction in school settings in the United States. Journal of Social Studies Education Research, 8(3), 76-92.
Banneyer, K. N., Bonin, L., Price, K., Goodman, W. K., & Storch, E. A. (2018). Cognitive behavioral therapy for childhood anxiety disorders: a review of recent advances. Current psychiatry reports, 20(8), 1-8.
Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: the new normal and emerging technologies. International journal of educational technology in Higher education, 15(1), 1-16.
Laird, Y., Fawkner, S., & Niven, A. (2018). A grounded theory of how social support influences physical activity in adolescent girls. International journal of qualitative studies on health and well-being, 13(1), 1435099.
Yılmaz, M., Yılmaz, U., & Yılmaz, E. N. D. (2019). The relation between social learning and visual culture. International Electronic Journal of Elementary Education, 11(4), 421-427.
