Developmentally Appropriate Technology in Early Childhood (DATEC) in Botswana: In-Service Teachers’ Perspectives

dc.creator	Kabita BOSE
dc.date	2009-06-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:14:18Z
dc.date.available	2015-07-20T22:14:18Z
dc.identifier	1307-9298
dc.identifier	https://doaj.org/article/d1b2a4b548c544e7a5d11689e288b0c8
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/16741
dc.description	Developmentally Appropriate Technology in Early Childhood (DATEC) aims to identify themost appropriate applications of Information and Communication Technology to support thedevelopment of children under eight years of age. Botswana has a unique spread ofpopulation density and deep-rooted socio-cultural values. There is a need to address thecompatibility of these aspects with the application of Information and CommunicationTechnology in the proposed Early Childhood Education programmes throughout Botswana.The researcher felt that the views of the in-service teachers, (who are now students of theBachelor of Education Programme) in the University of Botswana and have specialized inEarly Childhood Education, would be a valuable input towards an appropriate EarlyChildhood Education curriculum. Hence, a study was proposed to assess the views of theteachers, regarding DATEC in Botswana. Forty (40) fourth year students (Level 400) ofBachelor of Education (Primary) Programme of University of Botswana, who specialised inearly years and have a good exposure to Information and Communication Technologyconstituted the sample. Their views were obtained from a semi-structured questionnaire.Both quantitative and qualitative approaches were used for analysis of data. The findings ofthe study showed that the respondents strongly believed that an integration of Informationand Communication Technology with the Early Childhood Education curriculum isnecessary to enhance an overall development of young children. Computers with relevantresources were thought to be the best Information and Communication Technologyapplications in Early Childhood Education for a developmentally appropriate programmethat would provide educational concepts, problem solving skills and creativity. However,they emphasised the need to make the technology socio-culturally compatible to citizens ofBotswana (Batswana) to facilitate developmentally appropriate education of young children.The study concluded with a few recommendations.
dc.language	English
dc.publisher	International Electronic Journal of Elementary Education
dc.relation	http://www.iejee.com/1_3_2009/bose.pdf
dc.relation	https://doaj.org/toc/1307-9298
dc.source	International Electronic Journal of Elementary Education, Vol 1, Iss 3, Pp 218-231 (2009)
dc.subject	Early Childhood Education
dc.subject	Information and Communication Technology
dc.subject	Developmentally Appropriate Technology in Early Childhood
dc.subject	Botswana
dc.subject	Socio-Cultural values
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Developmentally Appropriate Technology in Early Childhood (DATEC) in Botswana: In-Service Teachers’ Perspectives
dc.type	article