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Barriers to the use of technology in Jordanian pre‐school

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Article  in  Technology Pedagogy and Education · October 2009

DOI: 10.1080/14759390903255619

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Fathi Ihmeideh
Hashemite University
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 Technology, Pedagogy and Education
Vol. 18, No. 3, October 2009, 325–341

Barriers to the use of technology in Jordanian pre-school settings

Fathi Mahmoud Ihmeideh*

Queen Rania Faculty for Childhood, Hashemite University, Zarqa, Jordan

Technology,
10.1080/14759390903255619
RTPE_A_425735.sgm
1475-939X
Original
Taylor
302009
18
fathi@hu.edu.jo
FathiIhmeideh
00000October
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Francis
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(print)/1747-5139
Pedagogy
2009 and Education
(online)

Technology has increasingly become an important and accepted tool in early

childhood education classrooms. Despite its power and significance in supporting
children’s development, early childhood educators still struggle with using
technology in their teaching practice. This study investigated the barriers to the use
of technology in Jordanian pre-school education. Interviews with pre-school
teachers (n = 30) and principals (n = 15) were conducted. Results indicated that
Downloaded By: [Ihmeideh, Fathi M.] At: 07:06 29 October 2009

the lack of software, funds, time and technology skills were found to be the main
barriers to using technology in most Jordanian pre-school settings. Moreover, the
results revealed that most pre-school teachers were aware of the value of using
technology for learning and teaching, whereas principals were not certain about its
benefits for children. The study concludes with putting forward a number of
practical and theoretical recommendations for the field of study.
Keywords: technology; pre-school setting; pre-school teacher; principal

Introduction
We live in an increasingly technological age. Almost every part of our life is
affected one way or another by technology. Research studies have emphasised
important benefits of exposing young children to technology and integrating it into
pre-school curricula (Castellani & Jeffs, 2001; Haugland, 2000). In fact, integrating
technology into the pre-school curriculum may produce positive changes in young
children (Hutinger & Johanson, 2000), and enhance their social interaction (Dodge,
Colker, & Heroman, 2003). It was shown to improve their cognitive development
(Nir-Gal & Klein, 2004), increase creativity (O’Hara, 2008), and improve their prob-
lem solving skills (Sarama & Clements, 2001). In addition, technology increases
children’s self-concept and other learning development situations (Clements &
Sarama, 2003), develops children’s literacy skills (Lankshear & Knobel, 2003;
Morrow, 2009), demonstrates increased levels of spoken communication and coop-
eration (Kariuki & Burkette, 2007), and may change children’s approaches to learn-
ing (Downes, 2002).
The use of technology with young children is an issue that has long been debated
among early childhood educators. During the 1980s, early childhood educators (e.g.,
Barnes & Hill, 1983; Cuffaro, 1984) suggested that the computer was not a develop-
mentally appropriate tool for young children due to its abstract nature. They also
argued that computers take children away from real-world experiences, collaborative
partnerships and social interactions. Other researchers (e.g., Buckleitner, 2008;
Clements & Sarama, 2003; Kariuki & Burkette, 2007) have stressed the opposite. The

*Email: fathi@hu.edu.jo

ISSN 1475-939X print/ISSN 1747-5139 online

© 2009 Association for Information Technology in Teacher Education
DOI: 10.1080/14759390903255619
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