By Katniyon, HD; Duguryil, ZP (2024). Greener Journal of Educational Research, 14(1): 116-122.
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Vol. 14(1), pp. 116-122, 2024
ISSN: 2276-7789
Copyright ©2024, Creative Commons Attribution 4.0 International.
https://gjournals.org/GJER
DOI: https://doi.org/10.15580/gjer.2024.1.110724159
Tetfund Centre of Excellence in Innovative Teaching and learning, Federal University of Education Pankshin Plateau State
Type: Research
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DOI: 10.15580/gjer.2024.1.110724159
Digital technologies such as programmable toys, camera, android phones, IPad, lab tops, educational robots, industrial robots, videos, video games, VCDs, Internet, Photoshop suites, and the likes have become essential tools that support instructions at all levels of education. Access or otherwise may influence the way technologies are used either to support classroom instruction. This study investigated in service degree early childhood education teachers ‘competence in integrating digital technologies in implementing the early childhood education curriculum. The descriptive survey design was aused for the study. The population for the study was 194 students in NCE two in the 2024 session in Federal university of Education, Pankshin, Nigeria. The sample for the studies consisted of 150 students who were selected using simple random sampling. Five research questions guided the study. The instrument used was the Tech Check Questionnaire (TCQ). Data was analysed using mean and standard deviation to answer research questions raised. Findings indicate that teachers’ competence in using technology in areas of presentation of instructions, educational robotics and internet usage was low. It was recommended among others that hands on training on use of relevant digital technologies in presentation, educational robotics and internet use be mounted for teachers to improve competency for digital curriculum implementation.
Published: 16/11/2024
Katniyon, Henry David (PhD)
E-mail: katniyonhenry@ gmail.com
Phone: +2348161734303
Keywords: Digital Technologies, Digital Divide, Early Childhood, Teachers Competence.
The use of digital technology in early childhood education has grown in importance in the twenty-first century. Electronic devices including phones, electronic toys, robots, SMART boards, video machines, projectors, and apps are all considered to be part of digital technology. .The use of digital technology in early childhood education has grown in importance in the twenty-first century. In order to disseminate information and facilitate teaching and learning in schools, digital technology includes electronic devices like phones, electronic toys, robots, SMART boards, video machines, projectors, and apps like Zoom, WhatsApp, and the internet (Obiweluozo, et al. 2021). These technological resources, tools, systems, and equipment create, store, or process data in the form of images, sounds, and videos. Information and communication technology’s instant accessibility has transformed every aspect of human life particularly in the area of teaching and learning. A growing trend today is that children have become technologically exposed daily in areas such as gaming, play toys, phones, laptops, and computers, television, and videos at home and outside the home (Erna, et al , 2022; Khodabandeh, 2022;Okwor, & Taiwo, 2021). Sadly, there is a global digital divide which has rendered teachers especially those teaching at the early childhood levels to be digitally illiterate (Obiweluozo, et al, 2021). If Nigerian learners must survive and succeed with increasing roles of digital technologies required in fourth industrial revolution era that is significantly becoming part of our culture at home, school, and in their immediate environment. Digital learning should be an integral part of learning in the early childhood curriculum and teacher training programmes. Morrison (2012) listed some commonly used digital technologies in early childhood programme to include computers, educational robots, mobile devices like smart phones and tablets, smart boards, the internet, cameras, iPhones, iPads, digital cameras, online games, social media, mobile phones multimedia and many types of assistive technology. These devices have been progressively applied in early childhood STEM classroom learning particularly in developed countries.
According to the NERDC (2007) early childhood education is education given to children from birth to five years. It further views early childhood care and education; as the initial stage of organised instruction designed primarily, to introduce very young children to a school-type environment. It serves as a bridge between the home and a school-based atmosphere. Federal Republic of Nigeria in her National Policy on Education (FRN, 2013) conceptualise it as education given to children in an educational institution prior to their entering into primary school. Children at this level of education are digital natives. Obiweluozo, et al (2021) asserts that children born into a digital world where the web, podcast and Google are basic vocabulary words require a high level of engagement in their learning to survive and succeed. They read, write and think digitally. Thus, provision of digital technology in the classroom is vital to support teaching and learning of science engineering and technology activities (STEM). For instance, STEM corners are a critical requirement in all early childhood classrooms based on the Reggio Emilia approach. Incorporating digital technology will encourage active learning, knowledge construction inquiry and exploration among learners. The devices make it easier for remote communication as well as data sharing to take place between teachers and, or learners in different physical classroom locations (Cirfat, et al 2022). Obiweluozo, et al (2021) affirms that general use of technology in classrooms increased motivation, improvement in self-concept and mastery of basic skill, more learner-centred learning and engagement in the learning process. Digital technology can also be used as a scaffolding tool in the early childhood classroom. For instance, digital cameras can be used to create literacy activities for the children. These digital cameras can also be used to document children’s learning; daily documentation, wall displays, portfolios (Khodabandeh, 2022). They can be used to create electronic books, child-created books, among others. Digital technology enables children to use Google Earth, an online resource to virtually visit a location they have been learning about. Integrating technologies in learning puts a great role on the teacher as he plays a critical role in the effective use of digital technologies in early childhood classroom.
The national policy on education, Federal Republic of Nigeria (2013) defines the teacher as an individual that has been professionally trained in any teacher education programme such as from the Colleges, Universities and institutes of Education, Early childhood teachers receive special training to teach young children, these teachers are known as early childhood teachers. Morrison (2012) sees early childhood teachers as professionals who successfully teach all children, promote high professional standard and continually expand their skills and knowledge. In cover the consequences of low digital technology penetration in early childhood classroom, teachers need to possess digital competence in areas of pedagogical content knowledge, instructional design skills digital literacy and communication collaboration.
Competence refers to teachers’ knowledge, skills and attitude in using digital literacy and equipment to deliver on classroom learning outcomes. Teachers’ competence in the use of digital technologies involves the ability to utilize presentation skills, educational robotics skills, internet usage and all other digital related skills effectively to perform various activities inside and outside the classroom. Early childhood school teachers need the digital literacy competencies pertinent for the effective use of digital technology in a play based manner in the classroom to allow children to be able to perform tasks, solve problems, communicate, collaborate as well as to create and share contents towards encouraging critical thinking in children..
The minimum qualification for teaching in Nigeria is the National Certificate in Education. NCE holders have received some forms of training in digital technologies in general studies courses and in their two majors as requirements for graduation. Despite this training one wonders how digitally complaint the NCE holders are in the use of digital technologies to aid classroom learning? Some important competencies include digital presentation skills, educational robotics skills and internet usage skills. Presentation skill is an essential skill in teaching and learning, especially when using computer. Presentation skills include content of subject matter as well as flow of presentation. Information can be presented using zoom, WhatsApp, Google classroom and Power Point projectors. With digital technology, concepts that are difficult to explain, can be easily presented to the children in a simple way using any presentation software with audio, video and other animations to further aid understanding. PowerPoint presentation can be used to promote emotional intelligence of children, social competence, and curriculum implementation, among others. It affords a teacher the opportunity to incorporate visual and auditory aspect to presentation. It allows variety of manipulations by editing or text modification, removal of existing slides and addition of new slides to make lesson more organised and flexible (Gambari, Yusuf and Balogun 2015).The question however is How competent are teachers to harness this technology?
Robotics is a digital learning tool that lays the foundation for programming and computational science at the early childhood level. Lerch (2018) defines educational robotics as programmable machines or gadgets that is used in performing a range of tasks by executing input commands. It is programmed to move, make noise, light up, and follow instructions as directed. In the early childhood school setting, educational robots enhances children’s problem-solving, creative thinking, and a healthy sense of competition that drives innovation from learners. It is an interesting way to bring STEM to life for young children. It encourages experimentation, teamwork, problem-solving and knowledge application and tech use in the simplest possible form (Katniyon, et al. 2023).
Another digital tool useful for teaching and learning is the internet. Internet are network of global computers interconnected to each other and available to any individual. Uses of the internet includes communication, teaching and learning and dissemination of information, basic processes, operating system basics, software installation from removable, media, step by step downloading software, creating the upload page, create or open a web, testing the page. Early childhood school teachers appear to lack the internet usage skills. Cirfat, et al (2022) observed that most in service teachers lack the competencies in the use of information technologies to procure, process, store, print, and retrieve information from the computers and internet. Palaiologou (2016) seems to support this view when he asserted that early childhood teachers lack Information and Technology knowledge and related skills is a key barrier to enhancing the use of digital technology. It is against this background that this study explores the early childhood pre –service teachers’ competencies in integrating digital technology in the STEM classrooms.
Theoretical Framework:
The theoretical framework of STEM education is rooted in constructivist learning theories, which emphasize hands-on, experiential learning. By engaging students in real-world problems and encouraging them to explore solutions through inquiry-based methods, educators can help students develop a deep understanding of STEM concepts. Additionally, the integration of interdisciplinary approaches in STEM education allows students to make connections across different subject areas and apply their knowledge in meaningful ways.
Purpose of the Study
The purpose of this study was to identify three digital competencies areas possessed by early childhood school teachers for effective use of digital technology in the classroom. Specifically, the study sought to identify:
1. Digital presentation competencies exhibited by early childhood school teachers in the science technology engineering and mathematics (STEM) classroom.
2. Educational robotics competencies exhibited by early childhood school teachers in STEM classroom.
3. Internet usage competencies exhibited by early childhood school teachers in STEM classroom.
Research Questions
The following questions guided the study:
1. What are the digital presentation competencies exhibited by early childhood school teachers in the STEM classroom?
2. To what extent do early childhood pre-service teachers exhibit competency in educational robotics in STEM teaching?
3. To what extent are early childhood teachers competent in internet usage in STEM delivery?
The descriptive survey research design was used for the study. This design is considered appropriate since it tends to obtain data from early childhood school teachers about their competences in effective use of digital technology in the classroom. The study was conducted in Federal University of Education Pankshin LGA of Plateau State. The population of the study comprises of 194 early childhood NCE two pre-service teachers in 2024 session. Intact population of early childhood pre-service teachers made the population. An instrument titled Tech Check Questionnaire (TCQ). TCQ was developed by the researchers and used to collect data for the study. The TCQ has three sections A-C. Section A sought information on digital presentation skills covering zoom, WhatsApp, Google classroom and slide, while section B assessed teachers educational robotics skills competencies covering knowledge familiarity and application and section C assessed competencies on the internet usage skills exhibited by early childhood school teachers for effective usage of digital technology in the classroom. The instrument was assigned a four point response scale of Highly Competent (HC), Moderately Competent (MC), Slightly Competent (SC), and Not Competent (NC) with corresponding numerical values of 4, 3, 2 and 1. Experts in Childhood Education, Computer Education, Measurement and Evaluation, all from the Federal University of Education, Pankshin validated the instrument for face and content validity. Their suggestions were carefully implemented in the final draft of the questionnaire. The instrument was trial tested on non-participants using Cronbach alpha coefficient and it gave an internal consistency of 0.76. Data obtained was analysed using mean and standard deviations. The decision rule on cut off mark was mean score of 2.50 and above for acceptance.
Results are discussed based on research questions formulated as seen below.
Research Question one: What are the digital presentation competencies exhibited by early childhood school teachers in the STEM classroom?
Table 1: Mean and Standard Deviation on Digital Presentation Competencies of Teachers.
Key: Competent = C Not Competent = NC
Result from Table 1 indicates that respondents show competence in only 6 of the 14 digital presentation skills assessed, while respondents reported not being competent in 8 areas of digital presentation competence. Mean scores in competence shows that respondents show poor competence in zoom, WhatsApp, and Google classroom presentations while they showed better competence Microsoft slide presentation. The standard deviation scores shows that there was minimal variation in the mean scores.
Research Question Two: To what extent do early childhood pre-service teachers exhibit competency in educational robotics in STEM teaching?
Table 2: Mean and Standard Deviation on Educational Robotics Competencies.
Data on Table 2 shows that teachers are aware of educational robotics with a mean of 3.5 they however show low mean score on integrating it into the curriculum with a mean of 1.5.This indicates poor competence in knowledge familiarity application and use of educational robotics in STEM instruction. The standard deviation scores shows that there was minimal variation in the mean scores.
Research Question Three: To what extent are early childhood pre-service teachers competent in internet usage in STEM delivery?
Table 3: Mean and Standard Deviation on Internet usage competencies of teachers.
Data on Table 3 shows that pre-service teachers show competence in internet usage with high mean scores in 6 skills areas. Result however show low mean score on creating a class blog with a mean of 2.0.This indicates that respondents show deficiencies in some areas of internet digital skills. Also standard deviation scores shows that there was minimal variation in the mean response scores.
This study investigated NCE two Pre-service teachers in the department of early childhood education. It specifically focused on teacher’s competence in integrating digital technologies in the early childhood STEM lessons. The competencies areas investigated included digital presentation skills, organising zoom, WhatsApp learning, Google classroom and lesson presentation using slides. Also teachers’ competence in educational robotics was investigated. Results from the study revealed that early childhood in- service teachers show poor competence in digital presentation skills with zoom, WhatsApp and Google classroom, with low mean scores in these skills areas. They however show better competence in slide presentation skills. These include skills such as selecting a slide layout, insert and format picture, set slide timing, among others. The finding is in agreement with Techno Hella’s (2012) who found that teachers show some presentation competencies in slide presentation. However newer technologies requires that teachers must brace up to integrating them in learning in STEM. WhatsApp for instance is a social media messaging application that allows its users to send free text messages, pictures, audio files, and videos to each other. This makes WhatsApp’s a practical learning tool within the early childhood educational environment. Its usage has been tested by many teachers, and its potential for supporting and delivering course contents growing in popularity (Alamer & Al Khateeb, 2021). One then wonders how early childhood instruction will benefit from this digital technologies if pre-service teachers continue to show poor competence in its use?
Also, results from this study showed that pre-service teachers were aware about the existence of educational robotics. They however show low competence in the knowledge of robot parts, application, ability to follow programmed instructions and identify the moving part of a robot. The findings of this study is consistent with the views of Fabiyi, Abdulmalik and Taimiu (2016) who posited that some teachers exhibit lack of competence in application educational robotics. Katniyon, et al. (2023) has emphasised that robotics competence is needed for effective use of technology integration in early childhood STEM programmes. If Nigeria must take part in the 21st century fourth industrial revolution which centred on effective deployment of digital technology, then deliberate efforts must factored such improving pre-service teachers’ competence to implement educational robotics programmes in their early childhood STEM classrooms. Robotics encourages children’s interests toward learning of a variety of scientific concepts, including force and motion, simple machines, mechanical advantage, speed ratios, force ratios, electron flow, Ohm’s law, series and parallel circuits, as well as basic arithmetic and understanding the big idea for equations later in STEM. Since robotics also can be used to introduce modern technologies to children, efforts should be geared towards improving teachers competence to actively engage robotics in STEM, and providing them with the opportunity to explore and think in a constructivist way.
However, regarding the internet usage skills competencies of early childhood pre-service teachers for effective use of digital technology in the classroom; teachers report some fair competence in the ability to arrange concepts or titles which are to be browsed from the internet, ability to employ appropriate search engine in locating a website; ability to attach appropriate name tag to a folder, among others. Teachers need to be proficient in internet usage to effectively integrate this in teaching and learning. Cirfat, Katniyon and Duguryil (2022) had lamented that most in- service teachers lack the competencies needed in the use of information technologies to perform task such as: accessing, processing, storing, printing and retrieval of information from the internet. In this light Netliteracy (2012) maintain that basic internet usage skills are necessary for effective access to the internet integration in learning. Early childhood school teachers need these competencies for their effective use of digital technology in the classroom.
Whereas t teachers are responsible for engaging the children using technologies in the classroom. Applying appropriate digital presentation competencies, using educational robots and internet usage skills are competencies required for effective use of digital technology in the classroom. This will lay a solid foundation for children’s future collaborative learning, creativity and problem-solving skills.
Based on the results, the following recommendations are made:
1. Pre-service teachers should endeavour to build capacity in zoom, WhatsApp, and Google classroom digital skills for use in teaching and learning.
2. Teachers Registration Council (TRCN) should design Continuous professional Training packages and workshops should enable teachers acquire the competencies needed for effective use of digital technology in the classroom.
3. Federal and State Governments should endeavour to provide adequate number of digital devices for use in early childhood classroom by teachers and Children.
4. State Government and NGOs should make available internet facilities in all schools in Plateau state to enable early childhood school teachers acquaint themselves with the technology and develop the necessary competencies for their application.
5. Nigerian educational research and Development Council (NERDC) should review curriculum to include teaching of robotics at the early childhood learning.
Acknowledgement:
The researcher’s wishes to appreciate the support of Tertiary Education Trust Fund Center of Excellence in Innovative Teaching and Learning Federal College of Education Pankshin Plateau State for funding this research.
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Katniyon, HD; Duguryil, ZP (2024). Addressing the Issues of Global Digital Divide: How Digitally Competent are Early Childhood Pre-Service Teachers? Greener Journal of Educational Research, 14(1): 116-122, https://doi.org/10.15580/gjer.2024.1.110724159.
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