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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confidentiality. Further, no information has been directly copied from the sources; however,
relevant references have been used for the authenticity of the report.
3.8 Findings
On the basis of the aforementioned research methodology, it has been found that both
types of data are required such as primary and secondary for the study because it provides all
information relevant to the respective research. On the other hand, a specific survey has been
conducted to collect the primary information regarding early educators of child schools which
face the issues in the implementation of digital tools in classroom. Apart from this, it has been
found that only teaching staff is able to deliver the information regarding kinder education
because parents and students do not have deep information in context of education in digital
tools in the classroom.
4.0 FINDINGS AND ANALYSIS
Initially, survey has been conducted of 15 respondents to collect the data regarding the
impact of digital tools on early practitioners in kindergarten as follows-
Theme 1: Demographic information
Age
group
% Experience
(in years)
% Type of
school you
teaching at
Singapore
% Which class
level you are
currently
teaching at
the
kindergarten
%
25-35 20% 2-5 years 40% Private
schools
20% Play Group 30%
35-45 40% 5-10 years 20% Anchor
operator
school
50% Pre-Nursery 20%
45-55 40% Above 10
years
40% Local
School
30% Nursery &
kinder garter
50%
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30%
20%
50%
25-35 20% 2-5 years 40% Private schools 20% Play Group
35-45 40% 5-10 years 20% Anchor operator school 50% Pre-Nursery
45-55 40% Above 10 years 40% Local School 30% Nursery & kinder garter
On the basis of collected data, it has been found that there are three age groups of
teachers such as 25-35 (20%), 35-45 (40%),45-55 (40%) along with the experience of 2-5years,
5-10 and above 10years. The respondents have been selected for the analysis of the impact of
digital tools on the early educators in the kindergarten. On the other hand, it has also been found
that 20% respondents belong to private sector, 50% from anchor operator school and 30% from
local schools. Moreover, 30% participants teach in the playgroup, 20% in pre-nursery and 50%
in nursery and kindergarten classes.
Theme 2: Application of digital tools in the classroom on a regular basis
2. Do you apply the digital tools in the
classroom on regular basis?
Responses Frequency Respondents
Yes 60% 9
No 40% 6
Total 100% 15
10

60%
40%
Yes No
On the basis of collected data, it has been found that 60% of respondents accept that they
use the digital tools in the classroom on regular basis. On the other hand, the remaining 40% of
participants said that they do not use the digital tools in the classroom activities on regular basis.
Although, they prefer the tools as per the requirements and on a specific session to develop more
understanding regarding the topic in the class. Therefore, it reflects that the majority of
respondents apply digital equipment in the classroom of the kindergarten school.
Theme 3: Preference of different types of digital tools in the classroom for learning of the
students
11
3. What type of digital tools do you prefer in
the classroom for learning of the students?
Responses Frequency Respondents
Computer and
Laptops 20% 3
Tablets 20% 3
Mobile devices 20% 3
Interactive
smartboards 20% 3
E-books 20% 3
Total 100% 15

20%
20%
20%
20%
20%
Computer and Laptops Tablets Mobile devices
Interactive smartboards E-books
Collected data displays that 20% participants prefer the computers and laptops as digital
tools in the classroom for the learning of the students whereas other 20% respondents use the
tablets, another 20% use mobile devices to teach the students more effectively in the classroom.
On the other hand, other 20% teachers adopt the interactive smart boards in the class for the
learning of the child. At the end, remaining 20% respondents prefer to use the e-books for the
learning of the students in the classroom. Thus, it shows that there is an equal ratio regarding the
use of each digital tools in the classroom because participants prefer the tools as per the
convenience level of students.
Theme 4: Different type of techniques used by teachers for effective application of digital
tools on a regular basis
According to collected data, it has
been found that 20% teachers apply the
collaborative learning technique in the
classroom for the effective application
12
4. What type of techniques can be used by
teachers for effective application of digital
tools on regular basis?
Responses Frequency Respondents
Collaborative
learning 20% 4
Making news
today concept 40% 5
Broadcasting
technique in
classroom
20%
2
All of these 20% 4
Total 100% 15

of digital tools on regular basis. Further, 40% respondents apply the making new today concept
in the classroom activities to effectively apply digital tools. Apart from this, 20% teachers use
the broadcasting techniques in the classroom to create awareness of the students regarding digital
tools. At the end, 20% respondents apply all the tools for the effective learning of the students in
the classroom activities. In this manner, it shows that the majority of participants as 40%, prefer
to use all the digital tools in the classroom for the effective learning of students.
Theme 5: Requirement of technical training to operate digital tools by using updated
knowledge and skills
60%
40%
Yes No
On the basis of collected data, it has been identified that 60% of respondents require
technical training to operate digital tools by using updated knowledge and skills of gadgets. They
do not have knowledge about the operating process of digital tools. Further, remaining 40%
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5. Do you require any technical training to
operate digital tools by using updated
knowledge and skills?
Responses Frequency Respondents
Yes 60% 10
No 40% 5
Total 100% 15

participants do not demand the technical training regarding use of digital tools. Here, it might be
a possible that they have knowledge about use of digital tools. Thus, it indicates that a majority
of respondents requires to take technical training regarding operate digital tools in the classroom
activities so that attractive results can be achieved.
Theme 6: Two types of training early practitioners required for use of digital tools in
kindergarten
40%
40%
20%
On-the job training Off-the job training Both A and B
According to the collected data, 40% of respondents said that early practitioners require
the on-the-job training for the use of digital tools in kindergarten because it saves the time and
teachers can perform dual activities learning plus educating. On the other hand, 40% of
14
6. What type of training early practitioners
required for use of digital tools in
kindergarten?
Responses Frequency Respondents
On-the-job
training 40% 6
Off-the-job
training 40% 4
Both A and B 20% 5
Total 100% 15

participants said that off-the-job training is demanded by early educators to use digital tools in
the classroom activities. Besides this, remaining 20% of participants gave views that both types
of training are required for the teaching practitioners because it helps to enhance the knowledge
and skills related to the application of digital tools in kindergarten. Therefore, the majority of
people were agreed about the need of training on a single basis such as a mere on-the-job or off-
the-job.
Theme 7: Achievement of results by the involvement of digital tools in kindergarten
On the basis of the gathered data, it has been analyzed that all the respondents have equal
perception regarding the outcome of the use of digital tools in the classroom. They said that
digital tools are helpful to offer quality education, new opportunities, higher confidence and time
saving for the class activities.
Analysis for interview questions
Theme 1: Reasons forces practitioners to use digital tools
On the basis of the interview, it has been found that 3 respondents said that digital tools
are helpful to enhance the quality of education in classroom. Further, it has been derived from
remaining 3 participants said that digital tools help to create new opportunities for the
15
7. What type of results can be achieved by
involvement of digital tools in kindergarten?
Responses Frequency Respondents
Delivery of
quality education 20% 2
New
opportunities for
professional
development of
educators
20%
2
Boost confidence
level in early
practitioners
20%
4
Time-saving 20% 2
All above 20% 5
Total 100% 15

professional development of educators as well as creates the chances for the students to work
more innovatively. Furthermore, it also maximizes the interaction between teachers and students
because it focuses on the variety of interactive activities.
Theme 2: Types of appropriate tools to improve interaction among teachers and students
On the basis of collected data of interview, it has been found that 3 participants said that
use of e-books and interactive smartboards are helpful to improve the connectivity among
teachers and students. Further, 2 respondents uttered that computers and mobiles phones are
more suitable digital tools to enhance the interaction of the students because these tools are
operated on the basis of internet access which creates connectivity on the web portal for the
students and teachers. Apart from this, 1 respondent said that tablets have a contribution in the
increased interactions among them because these are easy to carry and can be used any time.
Theme 3: Issues faced by teachers during operation of digital tools in kindergarten
According to interview, it has been identified that 4 of respondents uttered that lack of
knowledge of digital tools is the main issue for the early educators which they face at the time of
operation of digital tools in the classroom. On the other hand, 2 participants said that lack of
training is the major issue for the practitioners which develops the hurdles in the form of the
wrong submission of commands on the system.
Theme 4: No use of digital tools minimizes the opportunities for the students to be creative
in class
As per the collected data of the interview, it has been found from 3 participants that the
absence of digital tools in the classroom reduces the opportunities for the students to perform
creatively and innovatively. Further, 3 respondents said that lack of digitization in the classroom,
students remains untouched to the technology and minimizes the chances to deal in the
competitive environment. In this manner, students may not be aware regarding computer
technologies and not be involved in additional activities in classroom.
Theme 5: Criteria to use of digital tools in teaching and learning in the classroom
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On the basis of collected data, it has been derived from 4 respondents that teachers use
the collective learning and make news today concept to develop the knowledge regarding digital
tools in the classroom. Further, remaining 2 participants said that broadcasting techniques are
more supportive to learn about digital tools because it is associated with use of web sites, links
etc. Thus, the majority of the participants were agreed to prefer collective learning and making
news today concept to use the digital tools in the classroom.
Theme 6: Perception about children when they use digital tools and spend time with
gadgets
According to collected data of interview, 2 of the respondents uttered that students
remains more engaged with classroom activities by using the digital tools because it becomes
interested regarding use of technology. On the other hand, another 2 participants said that digital
tools generate the close interaction among teachers and students and also boost the confidence
level. Apart from this, knowledge is maximized in students with the adoption of digital tools in
the regular classroom activities. Further, remaining 2 respondents said that digital tools are
helpful to improve the social skills because through digital tools students and educators remains
attached with society on continuous basis. Thus, there is a positive perception regarding children
during the use of the digital tools and spending time with gadgets.
5.0 CONCLUSION
On the basis of the report, it has been concluded that early practitioners teach as per the
past knowledge and experience of teaching but now the scenario of education is based on the
application of digital tools in the education system. Here, the early practitioners face the issues
related to the operation of digital tools in classroom of kindergarten. Further, it has been found
that lack of knowledge is one of the major issues for the teaching practitioners because in the
absence of knowledge and experience, a teacher may not be able to use digital tools in the
school. Apart from this, it has also been summarized that if an adequate training is not provided
to teachers then they cannot apply the digital tools effectively in the classroom. Additionally, it
may reduce the confidence level of teachers and they do not focus on the use of digital tools in
the education of children. In this manner, it has been identified that management of school can
provide on-the-job and off-the-job training to the early educators for the development of
knowledge regarding digital tools.
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With the help of digital tools, students can easily perform with extra creativity and
innovations in classroom activities by using advanced technology in school projects.
Furthermore, the use of digital tools in the classroom activities develops the level of confidence
in the practitioners as well as students. The teachers can educate more effectively and students
can learn to work with creativity through digital equipment in the class. Apart from this, it has
also been concluded that quality education can be delivered by using digital tools in the
classroom activities on a regular basis because teacher’s emphasis to make news today concepts
and assign the assignment to students to prepare a video on today's news. In this manner, it helps
the students to use digital tools and create attractive presentations and also develops awareness
related to technologies.
At the end, it has been concluded that the use of collaborative learning is more
appropriate for the early educators to use in the class because it increases the chances to be more
interactive with students. Further, it can also be summarized that interactive sessions can be held
by the teachers to create collaboration among them through interactive smart boards in the
classroom.
18

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23

APPENDIX
Questionnaire
Survey questions- 15 respondents
Q.1 Demographic information
Age
group
% Experience
(in years)
% Type of
school you
teaching at
Singapore
% Which class
level you are
currently
teaching at
Kindergarten
%
25-35 20% 2-5 years 40% Private
schools
20% Play Group 30%
35-45 40% 5-10 years 20% Anchor
operator
school
50% Pre-Nursery 20%
45-55 40% Above 10
years
40% Local
School
30% Nursery &
kinder garter
50%
Q.2 Do you apply the digital tools in the classroom on regular basis?
 Yes
 No
Q.3 What type of digital tools do you prefer in the classroom for learning of the students?
 Computer and Laptops
 Tablets
 Mobile devices
 Interactive smartboards
 E-books
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 All the above digital accessories
Q.4 What type of techniques can be used by teachers for effective application of digital tools on
regular basis?
o Collaborative learning
o Making news today concept
o Broadcasting technique in the classroom
o All of these
Q.5 Do you required any technical training to operate digital tools by using updated knowledge
and skills?
o Yes
o No
Q.6 What type of training early practitioners required for use of digital tools in kindergarten?
o On-the-job training
o Off-the-job training
o Both A and B
Q.7 What type of results can be achieved by the involvement of digital tools in kindergarten?
o Delivery of quality education
o New opportunities for the professional development of educators
o Boost confidence level in early practitioners
o Time-saving
o All above
Interview questions
Q.1 In your opinion what are the reasons which force early practitioners to use digital tools in the
classroom?
25

Respondent 1: I think that rapid innovation of technology is the most important reason as it
stimulates the learning of students by providing them practical experience.
Respondent 2: I perceived that digitalization helps to develop new opportunities for the
professional development of the educators because digital tools add the skills in the personality
of the practitioners. Further, it also creates a unique identity for early practitioners because they
come closer to the advanced technologies.
Respondent 3: I think that the use of advanced technologies in the education system has a
contribution to the development of the morale of students. The early educators will be attached
with youth because the current education system based on the advanced technologies to save the
time of teaching in a limited time of class and also generate awareness about technologies.
Respondent 4: According to my views, digitalization in technology is changing the face of
education because it helps to improve the collaborative learning of the students which is fruitful
for the teachers to create transparency in the education system. Apart from this, it supports to
save the time to prefer extra coaching classes instead of study at own level by using internet and
web technologies.
Respondent 5: I grasped that use of digitalization in the school helps to enhance the mobile
learning through which develops the opportunities to avail the online courses to generate the
understanding level of students. In this manner, students get the instructions from diverse
educators on a specific topic that helps to enhance the understanding level of school students.
Respondent 6: I think that digitalization in the education sectors has a mean for the future
because it has a contribution in the improvement of the results by showing the adequate grading
through online tools. Furthermore, also offers the accurate outcomes related to student's
performance. Hence, the early educators are driven to use the digital tools in the current
education system.
Q.2 According to you what type of digital tools are more appropriate to improve the interaction
among students and teachers?
Respondent 1: I personally revealed that e-books are the appropriate tool to improve the
interaction between students and teachers because through e-sources students generates an
26

understanding regarding the topic of the study. Then, the bookmarked issues can be easily solved
by communicating with the teacher.
Respondent 2: According to my views, interactive smartboards are suitable for classroom
activities which improve the interconnectivity among students and teachers. It works through
touch screen and helps to transform the hand-written notes into interactive content that develops
more interaction in the classroom.
Respondent 3: I think that both interactive smart boards and e-books collectively important to
improve the level of interaction because smart boards elevate the learning outcomes of the
students. However, e-books help to develop vast knowledge about the concepts because it is
provided by different scholars.
Respondent 4: I personally realized in my schools that computers are more suitable digital tools
for school education because the computer teacher teaches the students from scratch to an
updated version of the technology. Knowledge of computer has a contribution in the
development of creativity and confidence among the students which brings closer to
practitioners.
Respondent 5: I think that mobile phones are adaptive technology which is used to learn about
anything at any time because it works on mobility aspects. Mobile devices can be operated
anywhere; however, it requires internet connectivity otherwise an interaction cannot take place
between teacher and student. Through mobile phones, students directly call to educators to
resolve the queries on the spot.
Respondent 6: As per my experience, the use of tablets in education is appropriate in
comparison to computers because these are convenient to carry at anywhere. Further, the
students can carry the tablets on regular basis in the classroom activities to perform creatively
along with digital notes.
Q.3 What issues are faced by you at the time of operating digital tools in the kindergarten
classroom?
27

Respondent 1: I think the lack of technical education is one of the major challenges for early
practitioners because without digital learning would not be able to learn the students. Even, the
teachers would not be able to operate or start the digital tools in the classroom of Kindergarten.
Respondent 2: I personally analyzed that lack of training related to the operation of digital tools
creates the problems for the early educators because they do not have adequate knowledge
regarding the use of the digital tools in the classroom. Further, the management is also not
focusing on the regular training sessions which demoralized the early practitioners.
Respondent 3: I perceived that lack of training is the major issue for the operation of the digital
tools by early educators because the management of schools does not provide any training
regarding use of technical equipment that leads a thinking in the mind of teachers that prefer the
manual teaching instead of digital education.
Respondent 4: As per my consideration, lack of personalized learning is a barrier for the
operation of digital tools in the Kindergarten because the inner feeling of early educators does
not support them to use the digital tools. They afraid from the occurrence of mistakes in the
learning of students.
Respondent 5: Owing to my perception, lack of education regarding the operation of digital
tools rapidly affects the early practitioners because they do not have experience and knowledge
to use tools. This thing reduces the confidence level of educators and not emphasizes the quality
of the teaching.
Respondent 6: I think the lack of digital resources are the major challenge for the educators
because the practitioners have knowledge but the digital resources are not available in the school.
On the other hand, I have seen that a lack of human resources also an issue for the schools to
implement digitalization limited number of teachers would not be able to operate the digital tools
in the whole school.
Q.4 Do you think that minimum use of digital tools reduces the opportunities for students to
perform as intelligent and creative in the classroom?
Respondent 1: I assessed from my teaching experience that limited use of technology minimizes
the development of the students because they do not focus on the innovation as well as creativity.
28

They just work accordingly the instructions of the teachers and remains away from the creative
activities of the class.
Respondent 2: I perceived that students remain untouched to the latest technologies in the
education sector due to the absence of digitization. If the school management does not include
the computer education from kinder classes then it creates hurdles for the students in higher level
classes because at that level teacher would not teach from the scratch of the technology.
Respondent 3: As per my views, lack of digitization in the school reduces the chances to work
in a competitive environment because current education and companies are based on the huge
technological aspects.
Respondent 4: I think lack of technological resources in the schools minimizes the opportunities
for the students to work in the technological environment and reduces the working power to deal
with advanced technological tools. On the other hand, students remain static towards the manual
and paper learning besides e-learning.
Respondent 5: I perceived that lack of digital tools minimizes the level of competition among
the students that affects the overall results because students theoretically learn everything but
remain inefficient in the context of practical experience.
Respondent 6: In my opinions, the absence of digitization affects the quality of results because
students remain back in compare to technology-savvy students. Quality outcomes of the study
cannot be generated and students remain intentionally engaged with work in the traditional
teaching process.
Q.5 What are different methods to apply digital tools in teaching and learning in the classroom?
Respondent 1: As per my academic career, it thinks the use of broadcasting techniques are
helpful to teach because these are based on the use of websites, online sources, hyperlinked
material etc. the students can achieve detail information regarding issues of concepts.
Respondent 2: I think that collaborative learning and broadcasting both are relevant techniques
by which teachers try to focus on digitization in the classroom activities. Collaborative learning
enhances the involving power of the students and they remain interactive towards each other.
29

Respondent 3: As per my perception, if the practitioners emphasize the different concepts with
the involvement of technological tools then it will be easy to implement the digitization in the
classroom activities. It can include the creation of videos, presentations that will enhance the
innovative skills and offer quality outcomes.
Respondent 4: I think that collaborative learning can be supportive to implement digital tools in
the classroom because it is based on the integration of the students and every topic will be
cleared through an interactive session. Furthermore, integration helps to maximize the interaction
between students and educators through technological aspects.
Respondent 5: According to my perception, the use of making news today concept is more
appropriate to teach the students by using digital tools. Making news concept it helps to create
awareness regarding digital tools because it is based on the application of digital tools such as
laptops, computers, tablets etc.
Respondent 6: I think that all relevant methods such as making news concept, collective
learning, broadcasting techniques can be used as per the need. The integration of all these
techniques helps to provide more productive results because the students remain aware of the all
technical aspects and use for the self-development.
Q.6 What do you perceive about children when they use digital tools and spend time with
gadgets?
Respondent 1: According to my views, if students remain more engaged with digital tools then
it affects their mental health and irritative behavior arises in them. However, they spend
excessive time with digital tools that separate them from the social environment. In this manner,
they become addictive of the technology and give less emphasis on manual education.
Respondent 2: I think that close intervention of digitization helps to improve the technical skills
of the students and also enhance the social skills so that a close interaction can be maintained
among students and technological savvy.
Respondent 3: As per my consideration, development of advanced technologies in each field
like education, construction, hospitality etc. are supportive but more involvement with
technology maximizes the level of dependency. The students will be unable to work if the
30

networks shut down and major dis-connection arises; hence, it affects the working capacity of
the students.
Respondent 4: I think that if the child remains more engaged with digital tools then it affects the
health and reduces the thinking power because everything is available on the web. So, no need to
think about the problem which arises during the study.
Respondent 5: According to my views, more involvement of digital tool in the schools increases
the dependency level of the students on the gadgets. In this manner, the students do not apply the
thinking power and strongly rely on the available digital material.
Respondent 6: I think that higher involvement of digitization in the education system is not
better because students spend more time with surfing of non-related material than in remaining
time search information related to the topic that deteriorates the overall quality of the academic
assignment.
31