Implementing ICT for Supporting Learning? A Case Study of an ICT-Exemplary Kindergarten in Urban China

Datos Bibliográficos

ID9730264
AutoresTian Yang (0000-0002-7254-2584, Shenzhen University, autor de correspondencia)
Año2025
Volumen57
Número8
Páginas831-854
Fecha de publicación2025-11-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducation and Urban Society (JOURNAL)
Identificadores de la revistaISSN: 0013-1245 • E-ISSN: 1552-3535
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/00131245251347292
OpenAlexW4411659272
IdiomaEN
Referencias citadas15

This study employs a qualitative case study approach to investigate the Information and Communication Technology (ICT) implementation in an exemplary kindergarten in urban China. It examines how the urban kindergarten collaborates with ICT companies to create learning environments such as Smart-pad and motion sensing rooms for children, and how educators’ practices are influenced by decision-making by principals. Findings indicate that such partnerships are crucial, but might limit teachers’ involvement in technological decisions, impacting their ability to integrate ICT meaningfully into the curriculum. This study underscores the complexities of ICT implementation in kindergartens in urban areas. By focusing on these urban-specific challenges and opportunities, the research provides critical insights for enhancing the effectiveness of ICT in improving learning experiences in kindergartens, advocating for education practices that are technologically informed and pedagogically sound. Implications for policymakers, kindergarten principals and teachers are also discussed

China · Educational technology · Geography · Information and Communications Technology · Mathematics education · Pedagogy · Regional science · Shanghai china · Sociology · Technology integration · Child Development and Digital Technology · Computer Science · Gender and Technology in Education · Mobile Learning in Education · Psychology