DEVELOPMENT OF PREPARATION CURRICULUM FOR PRE-SERVICE TEACHERS’ ABILITY TO USE TECHNOLOGY-ENHANCED MEDIA TO SUPPORT EARLY CHILDHOOD ONLINE LEARNING
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Abstract
This research aims to develop and study the effectiveness of the preparation curriculum for pre-service teachers’ ability to use technology-enhanced media to support early childhood online learning. The target group for evaluating the effectiveness of the developed curriculum consists of 96 pre-service teachers majoring in early childhood education, selected through voluntary selection. The research instruments used include: 1) a preparation curriculum for pre-service teachers’ ability to use technology-enhanced media to support early childhood online learning; 2) a structured interview form; 3) a curriculum critique recording form; 4) a form for recording the observation of learning behavior during the pilot experiment; 5) a media selection test for pre-school children, with rubric assessment criteria; and 6) an evaluation form to assess the satisfaction with the overall curriculum and the application of knowledge acquired. Quantitative data were statistically analyzed using the mean, standard deviation, and t-test; while qualitative data were analyzed using content analysis.
The findings indicated that the developed curriculum consisted of five main components: 1) curriculum objectives, 2) content and structure of the curriculum, 3) learning activity processes within the curriculum, 4) measurement and evaluation of the curriculum, and 5) manual for using the curriculum. The training content included three topics: Activity 1 - The ASSURE Model and Media Selection for Early Childhood, Activity 2 - Fun Anywhere with Loose Parts, and Activity 3 - Fun Stories with Avatar Teachers. Five key principles of knowledge were conveyed. When the curriculum was tried-out with the target group, it was found that the overall average ability to use technology-enhanced media to support early childhood online learning was 86.58, which significantly exceeded the 80% criterion at the .05 level of statistical significance. Also, the satisfaction with the overall curriculum and the application of knowledge was at the highest level.
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