Kesediaan, sokongan dan pendekatan teknologi maklumat dan komunikasi dalam pengajaran dan pembelajaran oleh guru di peringkat prasekolah

Abstract

The use of Information and Communication Technology (ICT) in education will encourage student in using critical thinking, problem solving, interacting, communicating and evaluating sources of information (Farrell & Wachholz, 2003). Use of ICT can also increase literacy skills such as reading and writing (UNESCO, 2006). In preschool, practitioners and researchers are still debating whether to support or to go against the use of ICT in education (O’Rourke & Harrison, 2004). Siraj-Blatchford and Siraj-Blatchford, (2004) through their research conclude that use of ICT in preschool education can give positive effects. However, Cordes and Miller (2004) suggested that ICT in education should be use accordingly to children developmental stages. According to Plowman and Stephen (2005), Guided Interaction and Reactive Supervision are the approach always being used by preschool teachers when integrating ICT in teaching and learning. The purpose of this research is to gather information on preschool teachers’ readiness, support and approach being use when integrating ICT in teaching and learning in Malaysia. The research used quantitative and qualitative method through questionnaire and interviews. 35 respondents was use to collect quantitative data and 5 respondents was use to collect qualitative data. Quantitative data was analyzed using Microsoft Excel to get the mean, percentage and frequencies while qualitative data was analyzed according to themes. Research findings shows that preschool teachers are moderately ready (mean = 2.94) to integrate ICT in teaching and learning despite varieties form of support such as resources, infrastructure and training. Proximal Guided Interaction (mean = 2.78) is the approach that always being use by teachers follows by Reactive Supervision (mean = 2.55) and Distal Guided Interaction (mean = 1.96)