Trends of ICT (Audio-Visuals) in Early Childhood Education

1.0 Introduction

1.1 Background of Study

In recent years, the integration of Information and Communication Technology (ICT) in early childhood education has witnessed a significant transformation, particularly with the advent of audio-visual technologies. These innovations have reshaped traditional educational methodologies, creating more dynamic and interactive learning environments for young children. The use of tablets, interactive whiteboards, educational videos, and augmented reality tools are becoming increasingly prevalent in classrooms, enhancing the learning experience by making it more engaging and effective (Neumann & Neumann, 2014; Palaiologou, 2016).

The initial stages of ICT in education, dating back to the 1980s and 1990s, primarily involved the use of desktop computers in classrooms. These early efforts focused on basic computer literacy, with programs designed to introduce young children to keyboard and mouse skills (Plowman & Stephen, 2003). Educational software during this period was often simplistic, emphasizing rote learning and basic skill acquisition through computer games and interactive activities.

The advent of the internet in the mid-1990s marked a significant shift in the educational landscape. With increased access to online resources, educators began exploring the potential of multimedia content—videos, animations, and interactive websites—to enhance learning. This period saw the introduction of CD-ROM-based educational programs that combined text, images, and audio to create a more engaging learning experience (Passey, 2014).

The rapid advancement of technology has profoundly influenced various sectors, including education. in the realm of early childhood education, the incorporation of ICT, particularly audio-visual technologies, has opened new avenues for enhancing the learning experience of young children. Historically, early childhood education relied heavily on traditional methods such as direct instruction and hands-on activities. However, the digital age has ushered in a paradigm shift, integrating interactive and multimedia resources into the learning environment (Plowman et al., 2010).

Research has shown that young children are not only capable of using digital devices but can also benefit significantly from their use in educational settings (Couse & Chen, 2010). Audio-visual tools, such as tablets, interactive whiteboards, and educational videos, provide opportunities for interactive and engaging learning experiences that can cater to various learning styles and needs (Verenikina & Kervin, 2011). These technologies support the development of critical skills, including literacy, numeracy, and problem-solving, by offering diverse and immersive content (Marsh, 2010).

Moreover, the use of ICT in early childhood education aligns with contemporary educational theories that emphasize the importance of play, exploration, and experiential learning (Hatzigianni & Margetts, 2012). The integration of audio-visual technologies facilitates these pedagogical approaches by enabling children to interact with digital content in a playful and meaningful manner. As a result, educators and policymakers are increasingly recognizing the potential of ICT to enhance early childhood education and are advocating for its integration into curricula and teaching practices (Blackwell et al., 2014). Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the Trends of ICT Audio-Visual in Early Childhood Education.

1.3 Statement of Problems

Investigation revealed that effective integration of ICT in early childhood education requires that educators are adequately trained and supported. Many teachers may lack the necessary skills or confidence to effectively use digital tools in their teaching practices. Professional development and ongoing support are crucial to help educators incorporate ICT in meaningful ways that enhance learning (Blackwell, Lauricella, & Wartella, 2014). The use of ICT in education raises concerns about data privacy and security. Young children are particularly vulnerable to the misuse of their personal information. Ensuring robust data protection measures and educating educators, parents, and children about online safety are essential to address these concerns (Livingstone & Blum-Ross, 2020).

Furthermore, the reliability and maintenance of ICT infrastructure in educational settings pose another challenge. Technical issues such as hardware malfunctions, software bugs, and internet outages can disrupt learning and create frustration for both teachers and students. Ensuring reliable technology and providing technical support are necessary to maintain a smooth and effective learning environment (Palaiologou, 2016). Hence, it is against this backdrop that this study aims to examine the Trends of ICT Audio-Visual in Early Childhood Education.

1.4 Aim and Objectives of Study

The aim of the study is to investigate the current trends in the use of ICT and audio-visual technologies in early childhood education. In achieving this aim, the following specific objectives were laid out as follows:

1. To examine the barriers associated with the integration of ICT and audio-visual technologies in early childhood education;
2. To identify the latest trends in the use of ICT and audio-visual technologies in early childhood education settings;
3. To investigate the educational benefits of using ICT and audio-visual technologies for young children; and
4. To explore the role of parents in supporting the use of ICT and audio-visual technologies in early childhood education.

1.5 Research Questions

The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:

• Does digital divide affect the implementation of ICT in early childhood education?
• What are the educational benefits of integrating ICT and audio-visual technologies in early childhood education?
• What are the current trends in the use of ICT and audio-visual technologies in early childhood education?
• What role do parents play in supporting their children’s use of digital learning tools at home?
• What challenges and barriers do educators face when integrating ICT and audio-visual technologies in early childhood education?

1.6 Research Hypothesis

In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.

• H₀1: The integration of ICT and audio-visual technologies in early childhood education does not significantly enhance children’s engagement and motivation in learning activities.
• H₀2: ICT and audio-visual technologies do not positively impact the development of specific skills such as literacy, numeracy, and problem-solving in early childhood education.
• H₀3: The digital divide does not significantly affect the equitable implementation of ICT in early childhood education.
• H₀4: Excessive screen time associated with the use of ICT and audio-visual technologies in early childhood education does not have negative implications for children’s physical and cognitive health.

1.7 Significance of Study

The outcome of the findings of this research will be of great benefit to the following individuals:

1. Educators: The study helps educators understand how to effectively integrate ICT and audio-visual technologies into early childhood education, enhancing teaching practices and student engagement.
2. Parents: Understanding the study's findings helps parents support their children's learning at home with appropriate digital tools and activities, ensuring continuity and reinforcement of classroom learning.
3. Policymakers: Research findings inform the development of policies that promote equitable access to ICT tools, address digital divides, and support effective technology integration in early childhood education. Also, insights help policymakers allocate resources effectively to support schools and educators in adopting and utilizing ICT to enhance educational outcomes.
4. Technology Developers: Understanding educational needs and challenges identified in the study guides developers in creating more effective and age-appropriate educational technologies and content. Also, insights into emerging trends and technologies inform developers about potential opportunities for innovation in educational tools and platforms.
5. Researchers and Academia: Findings contribute to the body of knowledge on ICT in early childhood education, guiding further research into best practices, impacts, and future directions. Also, the study supports the evolution of educational theories by demonstrating how ICT and audio-visual technologies can be integrated to enhance learning outcomes and educational experiences.

1.8 Scope of Study

The scope of this research is focused on the Trends of ICT Audio-Visual in Early Childhood Education using Jos North LGA of Plateau State as a case study.

1.9 Limitations of the Study

During the course of this study, many things militated against its completion, some of which are:

1. Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
2. Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
3. Initial Cooperation Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted. This contributed in making the success of this research study difficult.

1.10 Definition of Terms

Information and Communication Technology (ICT):

ICT refers to technologies used to manage and communicate information electronically. in the context of education, ICT includes digital tools and resources such as computers, tablets, interactive whiteboards, educational software, and internet-based platforms that support teaching and learning activities (UNESCO, 2002).

Audio-visual Technologies:

Audio-visual technologies encompass multimedia tools and resources that integrate auditory and visual components to enhance learning experiences. This includes educational videos, interactive animations, digital storytelling platforms, and virtual learning environments designed to engage and educate young learners through sensory stimulation (Plowman & Stephen, 2003).

Early Childhood Education:

Early childhood education (ECE) refers to the formal and informal educational programs and activities designed for young children from birth through approximately eight years old. ECE focuses on fostering holistic development, including cognitive, social, emotional, and physical growth, through age-appropriate learning experiences (Bredekamp & Copple, 2009).

Digital Divide:

The digital divide refers to the gap between those who have access to modern information and communication technologies (ICTs) and those who do not. It encompasses disparities in access to digital devices, internet connectivity, digital literacy skills, and the quality of digital content and resources, which can impact educational opportunities and outcomes (Hargittai & Walejko, 2008).