The Potential Impact of ICT on Children’s learning in Science. Teachers’ perspectives in the EYFS: A comparative study between England and Saudi Arabia. | ||||
| العلوم التربوية | ||||
| Article 11, Volume 28, Issue 3 - Serial Number 5, July 2020, Page 60-106 | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/ssj.2020.244254 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| Dr. Thoraya Kadasah | ||||
| جامعة | ||||
| Abstract | ||||
| ABSTRACT: It was the purpose of this research study to elicit the views of preschool practitioners in England and the Kingdom of Saudi Arabia, in order to determine how they consider the science element in their respective curricula would be best taught. The principal method used for the research was a questionnaire using closed and open-ended questions. The results show many similarities between the two groups of practitioners. For example, most had good knowledge of what was in their respective curricula, had received some ICT training and had some ICT equipment available for their classrooms. Most also saw the value of using both ICT and non-ICT exercises in their preschool science lessons. However, significant differences were also apparent between the two groups. The Saudi practitioners seem to make use of more passive ICT equipment such as videos, while those from England are using more active tools such as digital cameras. The practitioners from the KSA reported that children prefer non-ICT methods in science; the opposite was said by the England practitioners. And the Saudi practitioners appear to require additional general online support, technical ICT assistance and continuing professional development, in order to ensure the appropriate use of ICT in their science teaching; these are recommendations that the Saudi Arabian government should consider seriously. | ||||
| Keywords | ||||
| Keywords: ICT; Science; perspectives; EYFS; comparative study | ||||
|
Statistics Article View: 54 |
||||
