Electronic Thesis and Dissertation Repository

Thesis Format

Monograph

Degree

Master of Arts

Program

Education

Supervisor

Kim, Mi Song

Abstract

With the threat of future global pandemics and the possible necessity to mandate schools to transition to temporary online learning, it is imperative to provide kindergarten educators with effective pedagogical practices with the use of technological devices and resources in virtual classrooms. This study examined how kindergarten educators are currently implementing learning through digital screen-based devices in a way that promotes purposeful, meaningful, efficient and effective learning for FDK students virtually. Through qualitative and quantitative analyses examined what are the attitudes and beliefs towards digital screen-based technologies and digital resources by FDK educators, what educators need to know to effectively integrate technology into their virtual pedagogical practices, the benefits of virtual teaching, the challenges of virtual teaching, and how are digital screen-based technologies used to document in FDK virtual classrooms. This study provides a practical guideline for future virtual educators in FDK classrooms. Future research should look into the effectiveness of digital resources, games and activities that augment students’ abilities to learn, retain, understand and make connections without excessive amounts of screen time.

Summary for Lay Audience

With the threat of future global pandemics and the possible necessity to mandate schools to transition to temporary online learning, it is important to provide kindergarten educators with effective teaching practices with the use of technological devices and resources in virtual classrooms. This study examined how 11 kindergarten educators and 1 teacher-researcher are currently implementing learning through digital screen-based devices in a way that promotes purposeful, meaningful, efficient and effective learning for FDK students virtually. This study examined the attitudes and beliefs towards digital screen-based technologies and digital resources by FDK educators, the benefits of virtual teaching, the challenges they encountered, the technological devices and resources they used, how are digital screen-based technologies used to document in FDK virtual classrooms, and what educators need to know to effectively integrate technology into their virtual pedagogical practices. This study provides a practical guideline for future virtual educators in FDK classrooms and all stakeholders in kindergarten education. Future research should look into the effectiveness of digital resources, games and activities that augment students’ abilities to learn, retain, understand and make connections without excessive amounts of screen time.

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