Digital Disturbance in Early Childhood Education in the Midst of and Post “COVID – 19” Pandemic Period: A Qualitative Study from Teachers’ Viewpoint

Nafiz A. Ali Ahmad^1,

¹Associate Prof. Al – Quds Open University, Palestine, West Bank

Cite this paper:
Nafiz A. Ali Ahmad. Digital Disturbance in Early Childhood Education in the Midst of and Post “COVID – 19” Pandemic Period: A Qualitative Study from Teachers’ Viewpoint. American Journal of Educational Research. 2022; 10(8):484-490. doi: 10.12691/education-10-8-2

Abstract

In the digital age, teachers need to behave positively attitude toward the use of ICTs. This study investigated the perceptions of early childhood teachers regarding the use of ICTs in the distance learning process during and post the Covid-19 pandemic through a qualitative interview. For the data gathering, 55 early childhood teachers in Palestine were interviewed and analyzed using thematic coding techniques. The research obtained particular information on how the perception of the teachers to digital disruption during the Covid-19 pandemic within six main themes: ICTs' benefits, the importance of ICTs' competencies, promotion of the ICTs' training the uses of ICTs, barriers to using ICTs, and competencies and attitudes post-pandemic. The results indicated that ICTs training that supports ICTs use among early childhood teachers needs to be promoted more. This study contributes to the body of knowledge on the use of ICTs in the early childhood teaching process. In addition, this study also increases the empirical study findings that are useful for reporting the distance learning practice in early childhood education.

Keywords:
Digital Disturbance e-learning covid-19 early childhood education early childhood teachers

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