The Integration of Technology-Based Learning in Early Science Learning: An Investigative Approach

Abstract

The worldwide education system, particularly STEM education, has been significantly impacted by technological advancements in the 21st century. In general, science education in preschool incorporates technology as educators engage in activities within the classroom. However, previous research indicates that numerous educators still lack a clear understanding of the most effective methods for incorporating technological tools into classroom instruction. Even more surprisingly, several educators lack the ability to effectively utilise technology in their teaching due to their perception of it being challenging. Hence, this recent study aims to identify the best methods highlighted by contemporary early childhood education (ECE) educators to enhance children's knowledge in learning science by incorporating a Technology-Based Learning (TBL) environment in the classroom. The study employed a qualitatively investigative approach using three different research instruments to examine the perceptions of four Malaysian educators and to explore the experiences of 60 preschool children aged 5-6 years from three distinct preschools. The outcomes of the study were discovered through data triangulation using ATLAS.ti software. They demonstrate that educators are strongly confident that empowering children by using hardware and software in the classroom is the best practice to assist children in enhancing their critical thinking skills. Thus, it is advocated that educators increase the number of activities using digital tools in science classrooms, but this needs to be limited to learning purposes related to relevant topics. Further study is recommended to discover simple, yet exciting, PBL activities that can be carried out by educators in preschool settings.