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.
Accepted:08/11/2024
Published: 16/11/2024
*Corresponding Author
Katniyon, Henry
David (PhD)
E-mail: katniyonhenry@ gmail.com
Phone: +2348161734303
Keywords: Digital
Technologies, Digital Divide, Early Childhood, Teachers Competence.
INTRODUCTION
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 renderedteachers especially those
teaching at the early childhood levels to be digitally illiterate (Obiweluozo, et al, 2021).If Nigerian learners must survive and succeed withincreasing 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 oflow 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 performtasks, 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?
METHOD
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 familiarityand 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
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.
SN
Statements
X
SD
Remarks
1
Ability to initiate a zoom presentation
2.2
0.75
NC
2
Ability to share a zoom slide with viewers
2.0
0.88
NC
3
Ability to initiate a whatsApp
grouppresentation
2.7
0.80
C
4
Ability to share video on whatsApp presentation
2.3
0.92
NC
5
Ability to add audio to whatsApp
presentation
2.8
0.84
C
6
Ability to initiate Google classroom
presentation
2.1
0.64
NC
7
Ability to initiate a slide presentation
2.5
0.82
C
3
Ability to apply a background to a
slide
2.3
0.66
NC
4
Ability to customize the colour scheme
2.9
0.90
C
5
Ability to insert and format picture, video
and tables
2.7
0.81
C
7
Ability to scale, move, and rotate objects
3.4
0.95
C
8
Ability to apply slide transitions
3.0
0.92
C
9
Ability to apply simple animations
2.2
0.75
NC
10
Ability to sort slides in Slide Sorter view
2.4
0.69
NC
11
Ability to time presentations
2.8
0.83
C
12
Ability to add action buttons
2.6
0.70
C
13
Ability to navigateslide screen
3.5
0.94
C
14
Ability to customise headers and footers
3.7
0.81
C
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.
SN
Statements
X
SD
Remarks
1
I
am aware thateducational robotics
exists
3.6
0.80
C
2
I
use robotics in my early childhood class.
2.0
0.92
NC
3
I
am anxious about the prospect of using robotics.
2.2
0.84
NC
4
I
am familiar withparts of aneducational robot
2.5
0.64
NC
5
I
am familiar with the motors parts of a robot
2.2
0.82
NC
6
I
can operate the sensor phase part of the robot
2.1
0.66
NC
7
I
am familiar with operating the remote control phase of a robots
2.1
0.90
NC
3
I
can apply educational robotics in the classroom.
2.3
0.81
NC
4
I
am able to integrated robotics into the curriculum
1.5
0.95
NC
5
I
can scan a robot to perform a task
2.4
0.92
NC
7
I
can build a simple robot with children
2.4
0.75
NC
8
I
can recognize robots components in a picture
2.6
0.69
C
Key: Competent
= C Not Competent = NC
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.
SN
Statements
X
SD
Remarks
1
Ability
to locate a search engine for website search
3.2
0.91
C
2
Ability
to input a web address
3.0
0.78
C
3
Ability
to down load and safe a file
2.8
0.80
C
4
Ability
to copy and paste information from website
2.7
0.92
C
5
Ability
to copy and work on a picture
2.2
0.84
C
6
Ability
to create a class blog
2.0
0.64
NC
7
Ability
to use installed browsers
2.5
0.82
C
8
Ability
to reference downloaded information
2.0
0.66
NC
9
Ability
to open referenced cites in the internet
2.3
0.90
NC
10
Ability
to upload teaching materials to the internet
2.1
0.81
NC
Key: Competent
= C Not Competent = NC
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.
DISCUSSION
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, KatniyonandDuguryil(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.
CONCLUSION
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.
Recommendations
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 appreciatethe support of Tertiary Education Trust
FundCenter of
Excellence in Innovative Teaching and LearningFederal College of Education Pankshin Plateau
State for funding this research.
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Digital Divide: How Digitally Competent are Early Childhood Pre-Service
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