Hu Xinyun, Chiu Ming Ming, Leung Wai Man Vivienne, Yelland Nicola
Department of Early Childhood Education The Education University of Hong Kong Hong Kong China.
Assessment Research Centre The Education University of Hong Kong Hong Kong China.
Br J Educ Technol. 2021 Jul;52(4):1513-1537. doi: 10.1111/bjet.13106. Epub 2021 May 20.
To support young children's learning during the coronavirus 2019 (COVID-19) pandemic, preschool educators in Hong Kong were required to teach with digital technologies. In this study, 1035 educators from 169 preschools reported their views and practices in an online survey, which we examined via and . More than half of the respondents (53%) expected future online teaching to continue, and only 11% of educators believed that parents would reject this form of delivery. Administrators and teaching assistants were more likely than teachers to expect online preschool teaching to continue in the future. In addition, respondents with existing online platform experience, who taught the upper levels of preschool, or incorporated specific teaching practices (eg, after the online lesson, they assessed children and assigned homework tasks), were more likely than others to expect online teaching in the future. Many of these respondents also reported (a) difficulty with engaging their children when online and (b) inadequate support from parents for learning activities, which reduced the respondents' perceived likelihood of future online teaching. Administrators and teaching assistants were more likely than teachers to believe that parents would accept online teaching in the future. Respondents who felt they had inadequate training to teach online, children in families with inadequate technical skills and parents who believed that online lessons harmed children's well-being, were less likely than others to believe that parents would accept online teaching in the future. These educators believed that online learning communities could connect parents and schools and foster interaction that could help align with educator's support for children's learning needs.
为了在2019冠状病毒病（COVID-19）大流行期间支持幼儿学习，香港的学前教育工作者被要求使用数字技术进行教学。在这项研究中，来自169所学前班的1035名教育工作者在一项在线调查中报告了他们的观点和做法，我们通过[具体方式1]和[具体方式2]对其进行了研究。超过一半的受访者（53%）期望未来继续进行在线教学，只有11%的教育工作者认为家长会拒绝这种教学形式。与教师相比，管理人员和教学助理更有可能期望未来继续开展在线学前教育。此外，有在线平台经验、教授学前班高年级或采用特定教学方法（例如，在线课程结束后，他们对孩子进行评估并布置家庭作业任务）的受访者比其他人更有可能期望未来进行在线教学。许多受访者还报告说，（a）在线教学时难以吸引孩子参与，（b）家长对学习活动的支持不足，这降低了受访者对未来在线教学可能性的认知。与教师相比，管理人员和教学助理更有可能认为家长未来会接受在线教学。那些觉得自己缺乏在线教学培训、家庭技术技能不足的孩子的家长以及认为在线课程会损害孩子健康的家长，比其他人更不太可能认为家长未来会接受在线教学。这些教育工作者认为，在线学习社区可以连接家长和学校，并促进互动，这有助于与教育工作者对孩子学习需求的支持保持一致。
