Abstract
The integration of Information and Communication Technology (ICT) into primary
education, and more especially the Foundation phase, has become an increasingly
significant area of focus as educational systems attempt to align their learning
outcomes and standards with the 21st century digital age. However, while ICT offers
immense opportunities to augment teaching and learning, its use in the Foundation
Phase also presents some unique challenges. This study explores the journeys that
teachers of this phase navigated to integrate digital technologies into the teaching
practices. Using a qualitative research approach with an interpretative paradigm, this
study employs semi-structured interviews with private teachers in an independent and
well-resourced school to gather in-depth insights from teachers on their experiences,
perceptions, and challenges regarding ICT integration in their classrooms.
The research alludes to a significant tension between traditional pedagogical
approaches, which emphasise interactive, tactile, and play-based learning, and the
drive, since the global pandemic, to integrate ICT into daily teaching practices. While
teachers recognise the value of technology in fostering engagement and expanding
learning opportunities, they convey apprehensions about its potential to move away
from hands-on, sensory experiences that are fundamental for Foundation phase
holistic development. This is particularly true with regard to the learner’s over-reliance
on digital tools, which might detract them from learning essential developmental
activities. Activities such as physical and social play are critical at this early stage of a
young child’s learning and development.
The findings of this study indicate the need for a more balanced and mindful approach
to ICT integration, one that acknowledges the significant role of traditional pedagogical
methods while still benefitting from digital advancement and its inherent educational
possibilities. The teachers from this study advocate that professional development,
which is considerate and planned, is vital to prepare Foundation phase teachers with
the appropriate skills and knowledge in that ICT acts as a tool to complement rather
than replace play-based and inquiry-driven learning. Additionally, the study
emphasizes the importance of developing frameworks for ICT integration that prioritize
flexibility, creativity, and the holistic development of young learners.
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This research contributes to the growing body of knowledge on ICT in early childhood
education by highlighting the nuanced challenges faced by teachers and providing
insights into how these challenges can be addressed. Ultimately, it calls for a
thoughtful, context-specific approach to integrating technology, one that respects the
core values of early childhood education while embracing the potential of digital tools
to enrich the learning experience.