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http://dx.doi.org/10.22156/CS4SMB.2019.9.9.166

Relationship among Pre-service Early Childhood Teacher's Perception on Technology Equipment Use, Computational Thinking, and TPACK  

Song, Yun-Kyung (Dept. of Early Childhood Education, Woosong University)
Hwang, Sheen-Hai (Dept. of Early Childhood Education, Chungang University)
Publication Information
Journal of Convergence for Information Technology / v.9, no.9, 2019 , pp. 166-174 More about this Journal
Abstract
This study aims to determine factors influencing pre-service early childhood teachers' perception of technology equipment. Online survey is conducted to 289 students majoring in Early Childhood Education and Child Development located in city A, B, and C. SPSS 25 program analyzes 273 answers. The results show that technology education experience in high school influences TPACK and TPACK's sub-factor technology knowledge; and that technology education experience in college (university?) has a positive influence on computational thinking, perception of technology, TPACK, and TPACK's sub-factors-technology knowledge, early childhood education knowledge, and TPACK knowledge. In addition, perception of technology equipment shows high correlation with TPACK and computational thinking. Indeed, computational thinking and TPACK have 42.3% explanatory power on perception of technology equipment. The results imply that education system supporting computational thinking and TPACK should be prioritized for pre-service early childhood teacher to use technology effectively in the field.
Keywords
Education for pre-service teacher; Early childhood education using technology equipment; Perception of technology equipment; Computational thinking; TPACK;
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Times Cited By KSCI : 7  (Citation Analysis)
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