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Education Sciences
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Integrating Technology in Preschool and Primary Education: Perspectives in the...
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Integrating Technology in Preschool and Primary Education: Perspectives in the Post-pandemic Era

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Technology Enhanced Education".

Deadline for manuscript submissions: closed (1 June 2023) | Viewed by 9389

Special Issue Editors

Dr. Julie Vaiopoulou

E-Mail Website
Guest Editor
1. School of Education, University of Nicosia, Nicosia CY-1700, Cyprus
2. Department of Primary Education, Faculty of Education, Democritus University of Thrace, 57001 Thessaloniki, Greece
Interests: research methodology and applied statistics in social and behavioral sciences; science education; phycology; robotics; e-learning; the use of ICT in education; mobile learning; distance education
Dr. Michail Kalogiannakis

E-Mail Website
Guest Editor
Pedagogical Department of Preschool Education, Rethymnon Campus, The University of Crete, 74100 Crete, Greece
Interests: early years science education; ICT in early years; mobile learning; STEM education
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Modern advances in digital technology and the use of robotics have profoundly influenced the educational process. One of the main factors that contributes to the successful implementation of new technology in any educational setting is the perceptions of the parties involved. Indeed, the perceptions of teachers, parents, and students themselves are of paramount importance. The present endeavor aims to highlight these perceptions in order to define any dysfunctional beliefs that should be taken into account upon the integration of technological advancements in preschool and primary school settings. Apart from the perceptions of the parties involved, how technology is applied in schools—particularly as a result of the teaching crisis during the pandemic era—might also support a better understanding of the current situation. Overall, the scope of this Special Issue is to identify the best way to assist the digital transformation of education so that students can develop the skills necessary for the 21st century. 

Dr. Julie Vaiopoulou
Dr. Michail Kalogiannakis
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • educational apps
  • robotics in education
  • human-computer interaction
  • STEM
  • mobile learning
  • perceptions about technology
  • application of technology

Published Papers (2 papers)

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Research

13 pages, 387 KiB  
Article
Primary Teachers’ Challenges in Implementing ICT in Science, Technology, Engineering, and Mathematics (STEM) in the Post-Pandemic Era in Uganda
by Israel Kibirige
Educ. Sci. 2023, 13(4), 382; https://doi.org/10.3390/educsci13040382 - 11 Apr 2023
Cited by 1 | Viewed by 6040
Abstract
Information and communication, technology (ICT) has become a necessary tool in education post-COVID-19 pandemic. However, integrating ICT into teaching and learning has been a daunting challenge in many developing countries, such as Uganda. This qualitative case study investigated the challenges that primary school [...] Read more.
Information and communication, technology (ICT) has become a necessary tool in education post-COVID-19 pandemic. However, integrating ICT into teaching and learning has been a daunting challenge in many developing countries, such as Uganda. This qualitative case study investigated the challenges that primary school teachers face in implementing ICT in teaching science, technology, engineering, and mathematics (STEM) subjects in Uganda. The study found various challenges divided into three categories: infrastructure and internet connectivity; individual factors and administrative support; and curriculum and learner support materials. A significant obstacle was the lack of computer access, internet connectivity, and ICT textbooks. Additionally, teachers lacked the ICT skills necessary to integrate technology into their teaching methods, and administrative support was insufficient. The identified challenges in this study will require a multi-pronged approach that includes increasing investment in infrastructure, providing training and support to teachers, and developing relevant and appropriate ICT curriculum materials. In conclusion, this study highlights the challenges that primary school teachers face in implementing ICT in teaching STEM subjects in Uganda. By addressing the identified challenges, policymakers and stakeholders can take steps towards improving ICT integration in primary school education and bridging the digital divide in Uganda and other developing countries. Full article
(This article belongs to the Special Issue Integrating Technology in Preschool and Primary Education: Perspectives in the Post-pandemic Era)
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12 pages, 1034 KiB  
Article
Using Personal Learning Environments before, during and after the Pandemic: The Case of “e-Me”
by Aggeliki Tzavara, Konstantinos Lavidas, Vassilis Komis, Anastasia Misirli, Thanassis Karalis and Stamatis Papadakis
Educ. Sci. 2023, 13(1), 87; https://doi.org/10.3390/educsci13010087 - 13 Jan 2023
Cited by 15 | Viewed by 2579
Abstract
The rapid developments in early 2020 with the emergence of COVID-19 have led humanity into unexpected situations with significant implications at all levels. In trying to cope with the urgent need for distance education, the Greek educational community has incorporated various platforms and [...] Read more.
The rapid developments in early 2020 with the emergence of COVID-19 have led humanity into unexpected situations with significant implications at all levels. In trying to cope with the urgent need for distance education, the Greek educational community has incorporated various platforms and digital tools previously unknown to most teachers and students. This study uses a mixed research method to capture (a) the frequency of use of a Personal Learning Environment called ‘e-me’ by the teachers before, during, and after the quarantine, and (b) the reasons why some teachers did not use this environment during these three periods. A total of 902 Greek teachers from primary and secondary education participated in this research. The results showed an almost universal non-use of ‘e-me’ before the pandemic and universal usage during the pandemic. Moreover, about 40% of these teachers used this personal learning environment after the pandemic. The main reason for not using this learning environment in the three periods is teachers’ familiarity with the interface of another platform. Implications for educational policy and teacher development programs are discussed. Full article
(This article belongs to the Special Issue Integrating Technology in Preschool and Primary Education: Perspectives in the Post-pandemic Era)
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