Key points are not available for this paper at this time.
This study investigates how the integration of ICT into student learning in ECE provides an insight into key concerns, challenges, and possible measures to effectively implement ICT in ECE institutions. The study employs a mixed-method approach, integrating quantitative and qualitative data, and utilizes explanatory research methods in order to comprehensively analyze the role of ICT in enhancing effective student learning outcomes. The population was all head teachers and ECE teachers from the public sector primary schools within Larkana Region, Sindh. In this study, a stratified random sampling strategy was adopted. This involved drawing a sample of 30 head teachers and 60 ECE teachers. Two separate questionnaires were used to collect perceptions from head teachers and teachers. The TEOs provided insight on the integration of ICT and its implications on students' learning. These instruments were validated by experts in the field of education and refined with a pilot study to ensure reliability and consistency. Data analysis isolated themes and information prevalent in the data regarding barriers and advantages of the use of ICT in ECE classrooms. Conclusions are expected to be drawn from the findings and provide recommendations for improving ICT implementation in ECE, addressing the challenges, and thereby enhancing learning outcomes in students. The paper provides critical information that informs policy development and educator practices toward the integration of ICT in early settings.
Bhayo et al. (Fri,) studied this question.