Other
Inclusive Digital Pedagogy
Marilyne Zivanai Magaya, Fortunate Petro ·
Summary
Written by AI, not yet AICS's view · claude-sonnet-5-5This study looked at how early childhood development (ECD) teachers use inclusive digital pedagogy in their teaching and what challenges they face. It used a sequential mixed methods approach with questionnaires, interviews and lesson observations. Most teachers interviewed preferred traditional, physical activities and interactions. The study found two contradictory outlooks among teachers, one progressive and one regressive. It recommends that teachers build a range of inclusive digital teaching skills and use universal design principles.
Key points
- Early childhood education lays the foundation for children's cognitive, social and emotional development.
- The study used an explanatory mixed methods sequential design with closed questionnaires, in-depth interviews and lesson observations.
- Most ECD teachers interviewed preferred traditional, physical activities and interactions.
- Two contradictory findings were identified among teachers: progressive and regressive philosophies.
- The study advocates teacher mastery of inclusive digital pedagogical skills, familiarity with research on learner diversity and language development, and adoption of universal design principles.
Limitations
The abstract does not state the country, the number of teachers, or the specific challenges found, so it is unclear where the findings apply or how widely. It describes teacher practice and views, not outcomes for children.
Abstract
Early childhood education is vital for children's foundational development as it lays the foundation for cognitive, social, and emotional development. The main research questions focused on how teachers incorporate inclusive digital pedagogy into their teaching practices and challenges encountered in implementing inclusive digital pedagogy. This was an empirical study based on explanatory mixed methods sequential approach using closed questionnaires, in-depth interviews and lesson observations. Most of the ECD teachers interviewed showed preference towards traditional, physical activities and interactions. In conclusion, there are two contradictory findings (progressive and regressive philosophies) among teachers The study advocates for teachers' mastery of a variety of inclusive digital pedagogical skills. It also advocates for teachers to be familiar with current research on learner diversity and addressing their language development in the classroom. It is important to adopt universal design principles in implementing inclusive digital pedagogy.