Information Technology-Integrated Curriculum and Distance Learning During COVID-19 Pandemic in Preschool ^†

Abstract

This study aims to investigate how preschool teachers integrated information technology into the curriculum before the pandemic and implemented distance education during the pandemic in Taiwan. We used a qualitative research method in which four preschool teachers and four parents participated. The following research results are presented: (1) preschool teachers’ implementation of the information technology-integrated curriculum before the pandemic, (2) preschool teachers’ implementation of distance education during the pandemic, and (3) parents’ views on the implementation of the information technology-integrated curriculum and distance learning.

1. Introduction

With the rapid development of information technology, teachers leverage information technology and media to assist in preparing teaching materials, collecting resources before classes, and exploring learning opportunities with children. During the global COVID-19 pandemic, in-person teaching was impractical, necessitating a shift to distance learning. To curb the spread of the COVID-19 pandemic in schools, the Ministry of Education in Taiwan recommended preventive leave from educational institutions [1]. They advised implementing measures such as suspending physical classes and transitioning to distance learning, following the recommendations of the Central Pandemic Command Center for Severe Special Infectious Pneumonia. The Ministry also formulated the “Implementation Standards for Adjusting Teaching Methods on Campus in Response to the Severe Special Infectious Pneumonia (COVID-19) Pandemic” to ensure that students maintain their right to learn during these challenging times [2].

We investigated the activities related to the information technology-integrated curriculum before the pandemic and those that teachers designed for distance education in preschools during the pandemic. Additionally, we explored parents’ views on the implementation of the information technology-integrated curriculum and distance education in preschools. We researched (1) how preschool teachers implemented the information technology-integrated curriculum before the pandemic, (2) what challenges preschool teachers faced regarding implementing the information technology-integrated curriculum, and (3) what parents’ views and roles were regarding the curriculum and distance learning.

2. Information Technology-Integrated Curriculum, Distance Learning, and Teachers’ Roles in Preschool

The National Association for the Education of Young Children (NAEYC) and Fred Rogers Center published a position statement, addressing that technology can provide young children with opportunities for cognitive, social, emotional, physical, and language development. The statement emphasizes the appropriate use of technology and interactive media in the classroom to enhance and expand children’s learning experiences [3]. Integrating information technology and media into teaching activities fosters a positive attitude toward children’s learning. Integrating information technology into learning activities enhances children’s social skills and supports their collaboration in learning [4].

Distance learning involves the use of information technology and media for conducting teaching activities, with teaching and learning occurring in different settings [5]. The implementation methods of distance learning include: (1) Synchronous learning: Teachers and students are online simultaneously, allowing for real-time interaction; (2) Asynchronous learning: Teachers upload teaching materials, videos, and others to the online platform in advance, allowing students to access them at their convenience without the need to be online simultaneously with teachers; and (3) Blended (Hybrid) learning: This teaching mode combines synchronous and asynchronous learning activities [1,6,7,8].

3. Parents’ Views on Curriculum and Distance Learning for Young Children

Parents’ positive views of the integration of information technology and media into teaching activities support the implementation of information technology integration in teaching at the preschool level [9]. On the contrary, several parents prefer traditional teaching and cannot fully accept the information technology-integrated curriculum [10]. Parents’ views on distance learning vary. Several parents believe that it can enhance learning when properly arranged and used [11]. Conversely, it was believed that distance learning may have adverse effects on the physical and psychological development of young children [12,13]. Distance learning is a concern for children’s development because most parents are in dual-income families in Taiwan. Parents have their jobs and cannot assist their children in learning. Since preschool children cannot learn independently, it is not appropriate to use distance learning at the early childhood stage [14].

4. Method

We conducted interviews in the qualitative research methodology. Semi-structured interviews with guided and open-ended questions were performed. Through these interviews, preschool teachers implemented the information technology-integrated curriculum and distance learning, while parents shared their perspectives on these aspects. Before the interviews, we predetermined the interview outline based on the research questions. The interviews were carried out with open-ended questions. The content of the interviews was adjusted for the order and quantity of questions in real time, ensuring that the researchers could gather valuable and objectively reasonable information.

4.1. Participants

We invited four preschool teachers and four parents to participate, and the teachers’ backgrounds are illustrated in

Table 1. Teachers’ backgrounds.

Code	Education Level	Teaching Experience	Type of Preschool	Type of Distance Learning
T1	College	10 years	private	asynchronous learning
T2	College	6 years	private	blended (hybrid) learning
T3	Master	5 years	public	asynchronous learning
T4	Master	25 years	public	asynchronous learning

. Two teachers were from public preschools, while the others were from private preschools. Additionally, the parents of children enrolled in these preschools were interviewed, and their background information is illustrated in

Table 2. Parents’ backgrounds.

Code	Education Level	Children’s Age	Children’s Teacher	Main Facilitator
P1	College	5 years old	T1	Mother
P2	Junior College	4 years old	T2	Mother
P3	College	6 years old	T3	Mother
P4	Master	5 years old	T4	Mother

.

4.2. Data Analysis and Verification

The collected data were coded as a verbatim manuscript in open, axial, and selective coding for subsequent data analysis [15]. In open coding, factors influencing the implementation of distance learning were explored for teachers, children, parents, and the environment. After analyzing and classifying the content, general categories were described. In axial coding, we analyzed the data to identify correlations according to the categories of open coding. We classified the data according to the research questions. The factors influencing the implementation of distance teaching in preschools were divided into four levels: teacher level, child level, parent level, and environmental level. Relevant factors were subdivided into categories, such as information technology and media equipment, and teaching course activity design at the teacher level. In selective coding, we analyzed the data based on the results of open coding and axial coding in each category. Data were compared to present the context and significance of the research questions.

In order to ensure the credibility and accuracy of the research data, we reviewed detailed records of information, expert inspection, participant verification, and peer verification. These methods were employed to enhance the reliability of this research and ensure the accuracy, authenticity, and completeness of the research data.

5. Results

We analyzed the results from the following three aspects: (1) preschool teachers’ implementation of the information technology-integrated curriculum before the pandemic, (2) preschool teachers’ implementation of distance education during the pandemic, (3) parents’ views on the implementation of the information technology-integrated curriculum and distance learning.

5.1. Implementation of the Information Technology-Integrated Curriculum Before the Pandemic

The implementation of the information technology-integrated curriculum before the pandemic was carried out in three phases: teaching preparation (pre-activity), teaching process (during activity), and post-teaching. In the preparation phase, teachers created teaching resources. In the teaching process, they used technology to support activities, complement and enhance children’s learning experiences, record their progress, provide interactive teaching activities, and offer information technology and media resources for learning corners. In the post-teaching phase, integrated learning activities and learning assessments took place. The three phases of implementation for the four teachers are presented in

Table 3. Three phases of the information technology-integrated curriculum before the pandemic.

Phases of Implementation	Teaching Activities	T1	T2	T3	T4
Teaching Preparation	create teaching resources		◎		◎
Teaching Process	support activities	◎		◎	◎
	complement and enhance children’s learning experiences	◎			◎
	record children’s progress	◎		◎
	provide interactive teaching activities	◎		◎
	offer information technology and media resources for learning corners		◎	◎	◎
Post-Teaching	integrate learning activities				◎
	assess children’s learning			◎

Note. ◎ Indicates teachers’ implementation of information-integrated activities.

.

Teachers regarded their role in implementing information technology integration into teaching as a facilitator, guide, demonstrator, observer, evaluator, information integrator (scaffold), and presenter. The challenges for teachers in the curriculum activities included their ability to use technologies, the availability of information technology equipment resources, and factors related to the teaching environment.

5.2. Implementation of the Information Technology-Integrated Curriculum During the Pandemic

During the pandemic, teaching in preschools changed to remote teaching, encompassing asynchronous learning and blended (hybrid) learning. Distance learning content is categorized into asynchronous course content (covering teaching activities across the six major learning areas, special courses, and teaching material resource packs) and synchronous course content (involving thematic learning activities, learning corners, children’s song teaching, interactive games, and group discussions). The contents of distance learning are presented in

Table 4. Contents of distance learning.

Type of Distance Learning	Teacher	Asynchronous Course Content			Synchronous Course Content
		Teaching Activities Across the Six Major Learning Areas	Special Courses	Teaching Material Resource Packs	Thematic Learning Activities, Learning Corners, and Group Discussions
Asynchronous learning	T1	◎	◎
	T3	◎
	T4	◎
Blended (Hybrid) learning	T2	◎		◎	◎

Note. ◎ Indicates teachers’ implementation of distance learning.

.

Teachers play various roles in distance learning activities, acting as behind-the-scenes curriculum developers, messengers, demonstrators, facilitators, and caregivers. Among the four teachers mentioned, the factors influencing their implementation of distance learning are categorized into teacher-level, child-level, parent-level, and environmental-level. Teacher-level influencing factors included information technology and media equipment considerations, and the design of teaching curriculum activities. At the child level, factors influencing teachers’ implementation of distance learning activities involved children’s learning situations, their inability to independently use information technology and media tools, and their interaction with peers. Influencing factors at the parent level encompassed parents’ factors, the presence of other family members, and information technology equipment at home. Environmental factors included considerations such as the exclusion of young children’s play areas at home or other locations.

5.3. Parents’ Views on the Curriculum and Distance Learning

Positive parental views on the curriculum in preschools encompassed appropriate time management, the use of suitable information technology and media, and teaching activities to support teachers. Parental perspectives on the implementation of distance learning in preschools involved considerations of appropriate timing and activity scheduling, the suitability of asynchronous learning in preschool settings, and the complementary role of technology in the physical curriculum. A negative view included less appropriate synchronous teaching in preschools and appropriate physical courses for children. In distance learning activities, parents took on the roles of companions, teaching assistants, observers, recorders of children’s learning outcomes, and time controllers (

Table 5. Parents’ roles in children’s distance learning.

Parents’ Roles	P1	P2	P3	P4
companions	◎
teaching assistants		◎	◎	◎
observers		◎
recorders of children’s learning outcomes	◎		◎	◎
time controllers				◎

Note. ◎ Indicates the roles that parents take on in their children’s distance learning.

). Challenges of remote learning for parents included the need to assist with the implementation of remote learning activities, the time-intensive nature of supporting young children, the increased educational responsibilities, and the potential impact on other family members.

6. Discussion and Conclusions

The research results showed that most teachers focused on operating information technology and media tools in the implementation of integration in each phase and provided children with fewer opportunities to freely explore information technology and media in their learning. However, several teachers evaluated whether the information technology and media tools as well as the content of learning activities were appropriate. They adjusted the content for subsequent courses if the activities did not meet the learning objectives designed by teachers. Such an approach complies with the recommendations provided by NAEYC and Fred Rogers Center [3].

Parents believed that the integration of information technology into teaching helped teachers implement courses. With the assistance of information technology and media, teachers provided children with more diverse and enriched learning content. Parents believed that the integration of information technology into the curriculum motivated children, enhanced their interest in learning, and improved their learning outcomes. The finding is consistent with the previous study showing that parents supported the implementation of the curriculum of the preschool [9].

However, the results indicated differences between the information technology-integrated curriculum and distance education during the COVID-19 period. For instance, when information technology is integrated into the curriculum, teachers use tools to record children’s learning activities through photos or videos. In contrast, in distance learning activities, teachers found it challenging to capture these moments themselves. Therefore, teachers cooperated with parents to record children’s learning and asked them to transmit it back to teachers through information technology and media. If parents do not accompany their children in distance learning or fail to transmit the learning outcome back to teachers, it becomes difficult for teachers to understand the learning situation of children in distance education. Parents believed that the curriculum was more appropriate for children in preschools for physical teaching. No matter whether teachers implement synchronous or asynchronous teaching, it is difficult for them to grasp the learning situation of each child. In addition, children’s spoken language development is affected by distance education. This result is similar to previous studies in that parents believed that it was less appropriate for young children to regard distance learning because they cared for the development and learning of their children [11,14].