Online learning in kindergarten during Covid-19: Teachers’ experience and perception in Italy

IF 0.4 Q4 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS Qwerty Pub Date : 2021-12-01 DOI:10.30557/qw000044

S. Panesi, C. Fante, Lucia Ferlino

引用次数: 0

Abstract

Before pandemic, online learning was not widespread in the Italian educational context with preschoolers. This study investigates how a sample of 143 Italian kindergarten teachers describe their experiences and perception in conducting online learning during Covid-19 lockdown. Findings revealed that collaboration among teachers seems to be one of the most important elements to guarantee quality online learning, as well as the emotional and relational dimensions that involve kindergarten teachers and children with their families as “mediator”, especially with children with Special Educational Needs (SEN). Although this study was conducted in an emergency period, these findings may have important implications in online learning with preschoolers also during the post pandemic period.

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新冠肺炎期间幼儿园在线学习:意大利教师的经验和看法

在大流行之前，在线学习在意大利学龄前儿童的教育环境中并不普遍。本研究调查了143名意大利幼儿园教师如何描述他们在Covid-19封锁期间进行在线学习的经历和看法。调查结果显示，教师之间的合作似乎是保证在线学习质量的最重要因素之一，以及幼儿园教师和儿童及其家庭作为“调解人”的情感和关系维度，特别是对于有特殊教育需求的儿童(SEN)。虽然这项研究是在紧急时期进行的，但这些发现可能对大流行后时期学龄前儿童的在线学习具有重要意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Qwerty COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS-

CiteScore

2.40

自引率

15.40%

发文量

期刊介绍： Qwerty is the commonly accepted name for the computer keyboard, comprising the first six letters of its top row. When typewriters were first introduced, the keys were arranged in alphabetical order. However this order meant that people typed too quickly such that the keys soon became entangled. To counter this, the keys were displayed in random order and typing speeds accordingly slowed down. In later years, despite the fact that the problem of speed had been completely overcome, the keyboard retained its random order. In our view, this represents an excellent metaphor for the entanglement of culture and technological tools. In actual fact, we regard computer-based technologies as cultural artefacts, representing different depths in the daily work and study activity of individuals, social groups, and institutions. We believe that different models of computer use and activity within online environments mediate social interaction. As such, the relationship between culture and technological tools is becoming more and more complex and now provides an opportunity for determining new models of cognitive, psychological, and social interaction. Qwerty hopes to be a place where such issues can be discussed and developed. The journal arises from a growing awareness of the need to develop research and reflection on the impact, effects and nature of technology use and, as such, is intended to be a genuinely cross-disciplinary forum. Qwerty wishes to provide a forum for discussion on the use of new technologies aimed at anyone interested in the use of technology in such fields as education, training, social and university research, including the cultural, social, pedagogical, psychological, economic, professional, ethical and aesthetical aspects of technology use.