Abstract
The present study aimed at proposing an emergence-responsive curriculum framework for remote learning in Tanzania early childhood education (ECE). The qualitative research design was adopted using rapid literature review and document analysis as the main approaches for data collection. The rapid literature review involved only 22 articles while document analysis involved the Tanzania curriculum for ECE. Data were analyzed thematically. From the data analysis, it has been found that the implementation of remote learning in ECE worldwide came with both opportunities and challenges. Also, it was revealed that the current ECE curriculum could hardly accommodate remote learning. Furthermore, various lessons emerge from the implementation of remote learning in ECE globally. Above all, the proposed curriculum framework includes various aspects that influence effective curriculum implementation. Therefore, the study calls for the adoption of the proposed crisis-responsive curriculum framework in Tanzania ECE and other parts of the world for realizing effective remote learning sustainably.
Top2. Background
Technological advancement has brought possibilities to integrate technology in education in terms of blended learning and remote learning. While blended learning involves the combination of both face-to-face and virtual classrooms (Hrastinski, 2019; Mackay & Stockport, 2006; Singh, 2021), in remote learning, students take the whole course through virtual classes (Schultz & DeMers, 2020). Remote learning in this study is used in the same sense as online learning. The adoption of these modes of learning is attributed to the potential quality of learning that a student experience when learning with technology. Research shows that when technology is effectively integrated into the teaching-learning process makes it efficient as it makes learning more authentic and effortless (Palloff & Pratt, 2003, 2013; Rapanta et al., 2020; Schmidt et al., 2013). Therefore, various forms of technology integration in the classroom have become attractive research topics among researchers and educators.
Remote learning as one of the forms of integrating technology in education is the most popular one because of its convenience and cost-effectiveness. Schmidt et al. (2013) reported that in the US there were online courses offered by 96% of the largest higher learning institutions in 2006. One of the reasons for the increasing number of online courses was the potential use and re-use of learning materials which makes it cost-effective (Schmidt et al., 2013). Other scholars such as Traxler (2010) view remote learning as convenient because learners access learning materials anywhere and anytime. Therefore, arguably remote learning is becoming popular because it makes education more accessible compared to face-to-face, and blended modes of learning.
Early Childhood Education is one of the areas that rarely embraced the integration of technology including the adoption of remote learning. This could be attributed to the myth that technology is harmful to children’s development; and the lack of a curriculum framework for guiding its safe and effective adoption. Studies show that the belief that technology compromises children’s development limited adoption of technology in ECE until later when it was proved wrong (Clements & Sarama, 2002; Watson et al., 1986; Wood et al., 2008). It is also evident that after the nullification of the myth about the harm related to technology use in ECE, only a few countries that developed curriculum frameworks to support the use of technology in the ECE are the ones that benefited from its use (Ihmeideh & Al-Maadadi, 2018; Kerckaert et al., 2015; Merry, 2017; Wanjiru, 2013). Besides, the rest remained practicing traditional teaching, which risks the quality of ECE. Therefore, it could be argued that the lack of supportive curriculum frameworks for supporting the integration of technology in ECE is a major hindrance to its adoption.
Key Terms in this Chapter
Online Learning: An access to learning experience through internet.
Curriculum: A set of teaching and learning experience put forward by a given curriculum.
Education Technology: Is any device that enhances teaching and learning.
Crisis-Responsive Curriculum: The teaching and learning experience that is hardly interfered by the crises.
Early Childhood Education: Is the preparation of young children between 5-8 years of age to become decent members of the given community.
Curriculum Framework: A set of principles that guide the implementation of the curriculum.
Blended Learning: Facilitating learning through online platforms in combination with face-to-face sessions.
Virtual Classroom: An online platform that support interaction between teachers and students for teaching-learning purpose.
Model of Online Learning: An illustration of the relationship among variables that make an effective online learning.
Teacher-Parent Support: A joint effort from teachers and parents that enhance children’s learning.
Community Of Inquiry: Collaborative approach to learning through which learners support each other.
Technological-Pedagogical Skills: Teachers’ ability to use technology appropriately to support teaching and learning using appropriate method to a given subject matter.
Independent Learning: The learners’ interaction with learning materials and other people of his/her choice.