Towards Improving Kindergarten Teachers’ Practices Regarding the Integration of ICT into Early Years Settings

There is mounting evidence that information and communication technology (ICT) has the potential to support children's development and early learning when used effectively, appropriately, and intentionally. In an attempt to improve teachers' performance in integrating ICT into early learning, this study was designed to examine the effect of ICT training programmes on teachers' perceptions and practices by integrating ICT into early learning settings. It also explored the types of ICT practices that teachers implement in their classrooms. Additionally, it sought to identify the obstacles faced by teachers when they attempt to integrate ICT into their teaching practice. The study used a case study approach, comprising two sources of information: interviews and classroom observations utilised before and after the training programme. Results revealed that the ICT integration training programme had an impact on teachers' perceptions and practices as it increased teachers' awareness and understanding of the value and applications of ICT tools in children's learning. Teachers' practices have positively changed because of using ICTs and the training programme helped teachers improve the quality of their ICT practices. Finally, the training programme was beneficial in reducing the obstacles which were hindering the integration of ICT into teaching practices. The study highlights the need for more and better ICT training programmes for early childhood teachers so as to increase the successful integration of ICT within early years settings. 2018, De La Salle University.Acknowledgements This report was made possible by an Internal Grant # [QUUG-EDU-EDU-14/15-1] from the Office of Academic Research (OAR) at Qatar University. The statements made herein are solely the responsibility of the authors. We would like to thank the director of Erikson Institute�s Technology in Early Childhood (TEC) Center, Chicago, Illinois, USA, Dr. Chip Donohue, and his team for assisting with preparation of the ICT training programme and instruments implemented in this study.Scopu

Perspectives of family–school relationships in Qatar based on Epstein’s model of six types of parent involvement

Establishing a collaborative relationship between family and school is associated with positive outcomes for children; however, little research exists, especially in the Arab Gulf region, on whether the perspectives of those who are involved in children’s development and learning are similar regarding family–school relationships. Thus, the primary purpose of this research is to investigate how parents of children, early childhood teachers, subject coordinators, school administrators, and school counselors living in Qatar perceive family–school relationships. A survey was developed based on Epstein’s six types of parent involvement and administrated to 552 participants in Doha city. To add more information and deepen the findings, the authors interviewed a subsample of the participants (n = 60). Overall, participants expressed high to moderate levels of family–school relationships. Learning at home exhibited the highest mean score among Epstein’s six types model of parents involvement, while decision-making received the lowest level. Furthermore, school staff responded more positively regarding family–school relationships than did parents. Implications for school and family practices and policy development are discussed, together with directions for future research. © 2018 TACTYCScopu