Challenges and Issues of Digital Tools in Early Childhood Education

This report investigates the challenges and issues faced by early childhood practitioners when implementing digital tools in kindergarten settings. It explores the limitations stemming from a lack of knowledge and training among educators, hindering their effective use of technology. The study examines practitioners' perceptions regarding digital tools, analyzing how they influence teaching and learning. The research employs a qualitative methodology, including literature review, and data analysis to identify key themes and challenges. Findings reveal issues related to the effective integration of technology, influencing the quality of education. The report recommends collaborative learning and broadcasting techniques to overcome these challenges, ultimately aiming to improve the educational experience in early childhood settings. The report provides valuable insights into the current state of technology integration in early childhood education and offers recommendations for improvement.

Researching Professional Practice in
Early Years

Abstract
Digital tools are those electronic means which are based on the technological aspects and
used for many purposes such as education, businesses, military, government etc. The current
education system is completely depending on technological equipment such as computers,
laptops, tablet, mobile phones, interactive smart boards etc. In the current study, several
limitations and problems have been identified that occurs at the time of implementation of digital
tools in the Kindergarten. In this report, it has been found that early educators face issues such
as lack of knowledge of digital tools, lack of training etc. At the end, it has been recommended to
use collaborative learning and use of broadcasting techniques to deal with challenges digital
tools.

Table of Contents
1.0 INTRODUCTION................................................................................................................1
1.1 Background............................................................................................................................1
1.2 Research question..................................................................................................................1
1.3 Significance of the study.......................................................................................................1
1.4 Overview of the report...........................................................................................................2
2.0 LITERATURE REVIEW..........................................................................................................2
2.1 Evaluating limitations and issues of early childhood practitioners face with digital tools. . .2
2.2 Analyzing the perception of early practitioners in implementing digital tools in teaching
and learning in the classroom......................................................................................................4
2.3 Identifying how the teachers use digital tools in teaching and learning in the classroom.....5
3.0 METHODOLOGY AND ETHICS............................................................................................6
3.1 Introduction............................................................................................................................6
3.2 Type of study.........................................................................................................................6
3.3 Research approach.................................................................................................................6
3.4 Research philosophy..............................................................................................................7
3.5 Data collection.......................................................................................................................7
3.5.1 Participants.........................................................................................................................7
3.5.2 Settings...............................................................................................................................8
3.6 Ethical consideration.............................................................................................................8
3.8 Findings.................................................................................................................................9
4.0 FINDINGS AND ANALYSIS..................................................................................................9
5.0 CONCLUSION........................................................................................................................18
REFERENCES..............................................................................................................................20
APPENDIX....................................................................................................................................25

List of tables
Table 1: Demographic information of participants.........................................................................7

1.0 INTRODUCTION
1.1 Background
In the early years, teaching practitioners basically used the books and available printed
material to teach the students. Early educators are not aware of the technology and e-learning
sources for the effective teaching of the students. In this context, the involvement of digital tools
has been recognized as an important aspect of education to improve the education level of
current edge students. Additionally, sustainable society is maintained by the experienced and
knowledgeable practitioners in the field education (Sheridan et al., 2009; Van Helden, Aardema,
ter Bogt and Groot, 2010). Chidren education is developed by implementing digital tools in the
classroom activities because it provides a variety of opportunities for students to apply creativity
in classroom projects. However, the early practitioners face the issues in the operation of digital
tools on regular basis due to lack of awareness (Bjørgen and Svendsen, 2015; Kirschner,
Buckingham-Shum and Carr, 2012). At this juncture, early educators prefer to take training from
the experts to successfully operate the digital tools in the classroom which affects the
involvement of the students in the classroom. Now, the scenario of education has been changed
because students, families, teachers are more associated with technology to get huge knowledge
and improve the efficiency of the child. By considering this, early educators are focusing on the
implementation of computers, laptops and other digital tools in the lessons of the classroom.
1.2 Research question
What are the challenges and issues early childhood practitioners face with digital tools?
Sub questions
 What are the perception in implementing digital tools in teaching and learning in
classroom?
 How do teachers use digital tools in teaching and learning in the classroom?
1.3 Significance of the study
This research emphasizes on limitations and problems which are faced by early educators
in the implementation of digital tools in the classroom activities. The use of technology reduces
the burden of the students regarding the study material; however, it has many drawbacks because
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youngsters getting addicted to the technologies. Additionally, addiction of e-tools reduces the
immunity power of the child and consume the more time which can be used in the further
activities of the life such as games, extra curriculum activities, spend time with family etc.
(Gananathan, 2011; Heider and Jalongo, 2014). However, the schools are using digital tools in
the classroom activities to improve the students learning because it helps to improve the
efficiency of the child and to develop them as an expert in all fields. Therefore, the current study
will shed light on the issues of early educators at the time of operation of the digital tools in the
classroom learning.
1.4 Overview of the report
The current report is based on the limitations and issues faced by early practitioners in the
use of digital tools in the classroom. The teaching staff deals with the problems that occur at the
time of digitization; nonetheless, early practitioners are emphasizing on the development of
deeper understanding regarding educational principles and implementing developmental tools to
improve the effectiveness of the pedagogy (Lieberman, Bates and So, 2009; Waycott et al.,
2010). In this regard, in the current study, the perception of early practitioners has been analyzed
with respect to the implementation of digital tools in the classroom activities. Moreover, it has
been analyzed that children education demand the use of digital tools in the learning because it
enhances the interest as well as engagement in the activities of the class. Apart from this, the
process of implementation of digital tools has also been assessed of early practitioners to use in
the childcare. For this purpose, a literature review has been done to gather the information
regarding implementation of digital tools and perception of early practitioners of Kindergarten.
Further, appropriate methodologies have been applied for the study to derive the effective
findings. At the end, an effective data analysis has been done to get the optimum outcomes of the
study.
2.0 LITERATURE REVIEW
2.1 Evaluating limitations and issues of early childhood practitioners face with digital tools
 Lack of knowledge- According to several studies, students of the current era are using
different types of digital tools such as mobile phones, i-pad, laptops for the completion of
study and projects (Murphy, Rodríguez‐Manzanares and Barbour, 2011; Bryer and
Zavattaro, 2011; McPake, Plowman and Stephen, 2013). However, early childhood
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practitioners are facing the problem with the operation of digital tools as well as dealing
with the issues in checking of the submitted projects of students (McPake, Plowman and
Stephen, 2013; Royle and Laing, 2014). Similarly, Harris et al. (2018) asserted that lack
of knowledge is one of the limitations of early practitioners because early childhood
teachers are unable to access the e-portfolios at home or in or outside the schools.
Additionally, it minimizes the opportunities for early practitioners to cope up with digital
tools and unable to support the child in projects which are based on e-tools. On a
contrary, Beetham and Sharpe (2013) argued that early teachers are getting training from
technology experts to operate the digital tools and to interact with young students for the
delivery of quality education and broad knowledge to the students. On the other hand,
Ghavifekr et al. (2016, p.38) mentioned that early practitioners are dealing with the issues
of limited technical support as well as lack of teacher’s capabilities in the context of use
of digital tools. Moreover, early childhood practitioners have limited or no knowledge
regarding the use of technical equipment and do not have adequate competencies for the
operation of digital tools in the education of the child. Therefore, it indicates that early
childhood practitioners deal with many issues in the operation of digital tools due to lack
of knowledge. Further, many obstacles arise due to lack of knowledge as well as do not
have required competencies for the use of technology tools in the education sector.
 Lack of training- Han (2003, p.49) stated that involvement of computer hardware in the
education system helps in the learning of the child more effectively; however, early
practitioners do not have sufficient experience to integrate the computer embedded
technologies in a minimum time period of class. However, Royle and Laing (2014)
asserted that appropriate training regarding the application of computer is helpful for the
early educators and increase theier readiness in early practitioners to use the advanced
technologies in the classroom. Similarly, McPake, Plowman and Stephen (2013)
mentioned that an effective curriculum as per the culture of the school is suitable to
improve the learning with the use of digital tools. It helps to apply the new computer
technology in Kindergarten because every childhood schools have a different culture and
environment to teach the students. In this context, to deal with the issues related to
culture and environment, management of schools can provide the on-site training for
early educators for the effectiveness of the results (Collis and Moonen, 2012; Säljö,
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2010). Thus, it reveals that to reduce the effects of lack of experience regarding use of
computer technology in Kindergarten’s early practitioners can be improved through
rendering on-site training. Further, an effective cultural environment can also be
appropriate for the development of early childhood teachers.
2.2 Analyzing the perception of early practitioners in implementing digital tools in teaching and
learning in the classroom
 Developing confidence- Several studies asserted that use of digital tools in teaching and
learning develops the higher level of confidence in the early practitioners because it helps
to save the time and enhances productivity of lessons in the classroom teaching (Greener
and Wakefield, 2015, p.260; Conole et al., 2008; Sarfo and Ansong-Gyimah, 2010). On a
contrary, Bingimlas (2009) argued that mere enthusiasm of educators is not favorable for
the implementation of digital tools in the childhood schools; however, a focus must be
laid on the academic disciplines and supportive environment for teachers to involve
completely in the modern education system. On the other hand, Kregor, Breslin and
Fountain (2012) stated that use of technology motivates the early teaching staff of the
Kindergarten but the existence of operational issues related to electronic equipment
reduces the engagement of educators. Hence, it shows that all the participants have varied
perception regarding the involvement of digital tools in education and it depends on the
nature as well as level of confidence of teaching staff. Further, teaching staff gets
demotivation due to operating problems of the digital tools.
 Delivery of quality education- Beetham and Sharpe (2013) mentioned that the
involvement of digital tools in the education system of childhood helps to promote the
achievement of quality education in the schools. Moreover, it is possible through
incorporating an integration between computer embedded technologies and learning level
of the students. Similarly, Kontovourki et al. (2017) asserted that early educators of
childhood schools have a perception that application of digital tools has a huge impact on
the learning of students because it increases the knowledge regarding the use of new
technologies for education purpose. Apart from this, Wozney, Venkatesh and Abrami
(2006) explained that engagement of digital tools in the teaching process increases
opportunities for professional development of teachers. However, Şad and Göktaş (2014)
argued that involvement of technology is equally important but it requires to provide
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complete information and training regarding use of different types of educational
software in the learning of students and teaching hierarchy. It indicates that use of
computer technology in education system enhances the quality of education and increases
the chances of professional development of teachers. Moreover, it also requires effective
training for the operation of digital tools to maximize the learning of childhood.
2.3 Identifying how the teachers use digital tools in teaching and learning in the classroom
 Collaborative learning and making news today concept- According to Petko (2012)
teachers use of the technological elements in the classroom to entertain the children and
to enhance their involvement in the other curriculum activities of the schools is essential.
In this regard, Eady and Lockyer (2013) stated that educators use a strategy for the
involvement of digital tools such as making news today concept in the form of video.
Additionally, the teacher gives instructions to the students to prepare 2 minutes, one
minute, 30 seconds video on the issues found in the schools by using the video editing
software. Then, the videos are shared on the project website of the school. On the other
hand, McKnight et al. (2016) mentioned that collaborative learning with technology is
helpful for the teaching practitioners to incorporate the students in the classroom
activities. Furthermore, it encourages the huge opportunities for students to gain
knowledge regarding education. Therefore, it indicates that teachers apply different
strategies by involving digital tools that have a contribution in the development of
collaborative learning of the students as well as teachers in the schools.
 Broadcasting technique in classroom- Stav and Bergh (2008) examined that teachers
adopt the web-based learning through engagement of the internet for the inquiry of
students and read the students responses by the web. In this manner, it develops the
chances to improve the communication level of students as well as knowledge regarding
the use of internet and computer systems. Similarly, Take (2009) mentioned that current
youth is more attached to digital gadgets and mobile technologies even the children also
remain involved in the mobile and other electronic accessories. Additionally, it helps to
increase the connectivity with students because it develops the innovativeness and media-
oriented concepts among them. On the other hand, Robin (2008) stated that teachers
prefer storytelling as a technique to improve the learning of students which involves
video clips, computer-generated text, graphics, music etc. Moreover, these activities
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uploaded on the websites, burned on a DVD with the use of computers and technological
systems. It shows that digital tools can be used by the teachers in the classroom activities
which enhances the engagement of students as well as teachers can be aware of electronic
equipment of education.
3.0 METHODOLOGY AND ETHICS
3.1 Introduction
The study has been conducted on the identification of limitations and issues early
childhood practitioners face with the use of digital tools. In this context, the perception of
teachers has been recognized with respect to the involvement of digital tools in Kindergarten
schools. By considering the concept of the research study, the current section related to research
methodologies which are applied by the researcher to derive the optimum outcomes of the study.
3.2 Type of study
Mixed method such as qualitative and quantitative study has been used by the researcher
to find out the detail information regarding limitations of use of different digital tools in the
schools. In the qualitative study, researchers are allowed to use their own knowledge and
experience regarding digital tools of the education and derive the optimum outcomes by close
investigation (Bernard, 2017). On the other hand, a quantitative study based on the statistical
tools which require the one independent variable like digital tools and impact on a dependent
variable such as the effectiveness of the students and teachers. Hence, the use of mixed methods
is suitable for the current study to get the optimum outcomes regarding the limitations of early
educators in the implementation of digital tools in Kindergarten.
3.3 Research approach
Inductive research approach has been applied by the researcher for the current study
which is basically used in the qualitative studies. Moreover, inductive approach delivers the
broad information regarding the objective of the study because it starts with specific and ends
with general information (Vogel et al, 2011; Villar-Pique, Bergveld and Alarcon, 2013). Apart
from this, the deductive approach starts from the generalization and end up with specific data
(Soiferman, 2010). Here, inductive approach is suitable to gather the more relevant information
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regarding the application of digital technologies in the childhood school for the improvement of
students as well as practitioners.
3.4 Research philosophy
Research philosophies are based on the beliefs and assumptions which are used to
develop the knowledge regarding the study. There are two types of research philosophies such as
interpretivism and positivism which are preferred by researchers on the basis of objectives of the
study (Symon and Cassell, 2012). In this context, interpretivism philosophy has been used for the
current study because it is directly associated with a socially constructed environment which is
helpful to gather the detail information about use of digital tools. Further, in this approach, the
researcher is allowed to use own ideas and approaches for the completion of the study.
3.5 Data collection
Data for the current study has been collected through both primary and secondary
sources. In this regard, primary data has been collected from the survey and interview and
secondary data has been collected from a literature review. Here, the only use of primary data is
not appropriate for the current study because it requires to gather all information about
implementation of digital tools in a Kindergarten school of Singapore.
3.5.1 Participants
In the current study, teachers of the childhood schools are considered as participants and
the data has been collected by using the survey and interview method. For this purpose, 15
respondents (Teachers) were selected to conduct a survey and after completion of the survey, 6
participants have been selected out of 15 for the interview to get final outcomes. Further, the
specific age group and qualified teachers have been selected for the study. Here, demographic
information has been provided about the participants as follows-
Table 1: Demographic information of participants
Particulars Requirements
Age 20-50
Gender Male and Female
Qualification Higher educated teachers
Experiences 2-20 years
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These participants were selected because with the increment in an experience, teachers
get aware regarding the use of digital tools in the education systems for the development of the
children. Further, the participants were identified on a random basis from the different
Kindergarten schools of early years. In this manner, the data has been collected from the relevant
participants for the objective of the study.
3.5.2 Settings
The current study has been done at early years Kindergarten schools, Singapore. In the
location of Singapore, childhood schools are more attractive and effective because involvement
of curriculum environment in the schools. Moreover, the engagement of different activities helps
to motivate children for education and develops the chance of life-long learning of kinder. Apart
from this, the childcare schools of Singapore offer the facilities for the development of personal
and social skills of the students which is helpful for future growth of kinder. On the other hand,
the schools which have been selected for the study are based on the co-ed system in the
classroom which involves all type of child such as boys, girls and may also include special
students for the learning. Furthermore, Kindergarten facilitates the different types of indoor-
outdoor games for the external development of students. These external activities of schools have
a contribution in the potential development of child because of maintaining the cultural
environment in the schools. The cultural environment is developed by maximizing the festivals,
additional activities related to different cultures and regular inspection of classroom as per the
requirement of the environment of students.
3.6 Ethical consideration
Ethics related to morale values which define the right or wrong about the relevant
concepts (Markham, Buchanan and AoIR Ethics Working Committee, 2012; Harriss and
Atkinson, 2013; Harriss and Atkinson, 2015). In this context, the current report is based on the
factual information regarding the limitations which are faced by early practitioners in application
of digital tools. Moreover, primary data has been collected by interview and survey method and
secondary data gathered by a literature review which shows that no unethical consideration has
been followed in data collection of the study. Apart from this, private information of the
respondents has not been displayed in the research and records has been maintained with
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