Comparing the Attitudes of Greek Kindergarten Teachers Against Primary School Teachers Towards ICT

Comparing the Attitudes of Greek Kindergarten Teachers Against Primary School Teachers Towards ICT

Nicholas Zaranis, Vassilios Oikonomidis, Michalis Linardakis
Copyright: © 2020 |Pages: 21
DOI: 10.4018/978-1-7998-1486-3.ch009
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This chapter examines the main factors of Greek kindergarten against primary school teachers' attitudes towards ICT in class. The participants of this research were drawn from teachers of public schools in the area of Athens and Crete (Greece). A 5-point Likert scale questionnaire with 30 questions designed to assess attitudes of teachers toward computers and their computer knowledge in primary schools learning environment. Varimax with Kaiser Normalization was applied to extract the main five factors of kindergarten teachers' attitudes. Also, a three 2-way MANOVA was performed between the kindergarten and primary school teachers to see the interactions of these main factors on: a) the ICT knowledge of teachers, b) the frequency of using ICT at home by the teachers and, c) the ICT use in the teaching process. Finally, the changes in the main factors of kindergarten and primary school teachers were discussed in the hope that they may provide useful information on the school curriculum.
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Nowadays, children accept the use of computers in learning as simply as any other learning activity (Palaiologou, 2016). Computers have taken a permanent place in all levels of education, but their appearing in the classroom has not been without some concern; the future is not without challenges for both kindergarten teachers and students (Chen & Chang, 2006; Fisher, et al., 2012; Livingstone, 2012; Pelgrum, 2001; Shade & Davis, 1997).

Greek kindergarten and primary school teachers come from varied educational backgrounds which may include two year studies in a public academy named “Paidagogiki Akadimia” or four year studies in a public University of Department of Education. Some graduates of two years studies may have gone through two years of additional in-service education at a University (Zaranis, & Oikonomidis, 2009). For the past ten years in Greece, a new Cross-Thematic Curriculum Framework for nursery, primary and middle school education (Hellenic Ministry of National Education - Pedagogical Institute, HMNE-PI, 2003) has been in place and is being tried out. According to this, individual subjects are maintained within the Cross-Thematic Curriculum, while at the same time the horizontal and vertical linking of subject matter content are promoted (Tselfes & Paroussi, 2008). The ICT portion of this program introduces the use of computers as a teaching aid, a cognitive tool and as a means of communication. Simultaneously, the training programs, hitherto, primarily had cognitive orientation. It seems that in the near future it will focus on enhancing teaching skills through the use of ICT (Jimoyiannis & Komis, 2007).

Although the fact that the primary level learning environment has many unresolved issues regarding the use of computers, the fact remains that the first educational contact for many students with ICT begins at primary school level. As a result, it is important to examine this environment in terms of how kindergarten and primary school teachers and students learn about and use computers. These educators are an important group to study because they are among the first to have an influence on how students learn in the classroom.

Key Terms in this Chapter

Early Childhood Education: Is a broad term used to describe any type of educational program that serves children in their preschool years, before they are old enough to enter kindergarten.

Preschool Education: Is education that focuses on educating children from the ages of infancy until six years old.

ICT: Information and communications technology (ICT) is an extensional term for information technology (IT).

Preservice Teachers: Students enrolled in an initial educator preparation program.

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