An Innovative Change in Technology Integration: Training Pre-Service Kindergarten Teachers to Be Courseware Designers


This study focuses on exploring whether pre-service kindergarten teachers can be trained to be designers of digital courseware through learning a series of technology training courses in a limited period of time during their teacher training program. The results show that preschool pre-service teachers can become courseware designers and have the capacity to integrate and produce multimedia courseware in their classroom teaching. This study also demonstrates an adequate training course and pattern for training teachers to be courseware producers, which can be referenced by other teacher training institutions.

Share and Cite:

Lin, C. (2012). An Innovative Change in Technology Integration: Training Pre-Service Kindergarten Teachers to Be Courseware Designers. Creative Education, 3, 1177-1183. doi: 10.4236/ce.2012.37175.

Conflicts of Interest

The authors declare no conflicts of interest.


[1] Baylor, A. L., & Ritchie, D. (2002). What factors facilitate teacher skill, teacher morale, and percived student learning in technology-using classroom? Computers & Education, 39, 395-414. doi:10.1016/S0360-1315(02)00075-1
[2] Becker, H. J. (2000). Who’s wired and who’s not: Children’s access to and use of computer technology. The Future of Children: Children and Computer Technology, 10, 44-75. doi:10.2307/1602689
[3] Beckers, J. J., Rikers, R. M. J. P., & Schmidt, H. G. (2006). The influence of computer anxiety on experienced computer users while performing complex computer tasks. Computers in Human Behavior, 22, 456-466. doi:10.1016/j.chb.2004.09.011
[4] Beckers, J. J., & Schmidt, H. G. (2003). Computer experience and computer anxiety. Computers in Human Behavior, 19, 785-797. doi:10.1016/S0747-5632(03)00005-0
[5] Culp, K. M., Honey, M., & Mandinach, E. (2005). A retrospective on twenty years of educational technology policy. Journal of Educational Computing Research, 32, 279-307. doi:10.2190/7W71-QVT2-PAP2-UDX7
[6] Denzin, N. K., & Lincoln, Y. S. (1998). The landscape of qualitative research: Theories and issue. London: Sage Publications.
[7] Dick, W., & Carey, L. (1996). The systematic design of instruction (4th Ed.). New York: Harper Collins.
[8] Dodge, B. (1997). WebQuest taxonomy: Ataxonomy of tasks. URL(last checked 3 November 2012).
[9] Galanouli, D., Murphy, C., & Gardner, J. (2004). Teachers’ perceptions of the effectiveness of ICT-competence training. Computers & Education, 43, 63-79. doi:10.1016/j.compedu.2003.12.005
[10] Harris, J. (2005). Our agenda for technology integration: It’s time to choose. Contemporary Issues in Technology and Teacher Education, 5, 116-122
[11] Heinich, R., Molenda, M., Russell, J. D., & Smaldino, S. E. (2001). Instructional media and technologies for learning (7th ed.), Englewood Cliffs, NJ: Prentice Hall.
[12] Keengwe, J. (2007). Faculty integration of technology into instruction and students’ perceptions of computer technology to improve student learning. Journal of Information Technology Education, 6, 169-180.
[13] Keengwe, J., & Onchwari, G. (2009). Technology and early childhood education: A technology integration professional development for practicing teachers. Early Childhood Education Journal, 37, 209-218. doi:10.1007/s10643-009-0341-0
[14] Mayer, R. E. (2005). The Cambridge handbook of multimedia learning. Cambridge: Cambridge University Press. doi:10.1017/CBO9780511816819
[15] Mayer, R. E., Heiser, J., & Lonn, S. (2001). Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychologist, 93, 187-198. doi:10.1037/0022-0663.93.1.187
[16] Namlu, A. G. (2003). The effect of learning strategy on computer anxiety. Computers in Human Behavior, 19, 565-578. doi:10.1016/S0747-5632(03)00003-7
[17] Palak, D., & Walls, R. T. (2009). Teachers’ beliefs and technology practices: A mixed methods study. Journal of Research on Technology in Education, 41, 417-441. doi:10.1111/j.1365-2729.2005.00120.x
[18] Sime, D., & Priestley, M. (2005). Student teachers’ first reflections on information and communciations technology and classroom learning: Implications for initial teacher education. Journal of Computer Assisted Learning, 21, 130-142. doi:10.1080/13674580701687807
[19] Slaouti, D., & Barton, A. (2007). Opportunities for practice and development: Newly qualified teachers and the use of information and communications technologies in teaching foreign languages in English secondary school contexts. Journal of In-Service Education, 33, 405-424.
[20] Tsai, S. C. (2010). Developing and integrating courseware for oral presentations into ESP learning contexts. Computers & Education, 55, 1245-1258. doi:10.1016/j.compedu.2010.05.021
[21] Volman, M. (2005). A variety of roles for a new type of teacher educational technology and the teaching profession. Teaching and Teacher Education, 21, 15-31. doi:10.1016/j.tate.2004.11.003
[22] Wang, Q., & Woo, H. L. (2007). Systematic planning for ICT integration in topic learning. Educational Technology & Society, 10, 148- 156.
[23] Wilson, (1999). Evolution of learning technologies: From instructional design to performance support to network systems. Educational Technology, 39, 32-35.
[24] Wozney, L., Venkatesh, V., & Abrami, P. (2006). Implementing computer technologies: Teachers’ perceptions and practices. Journal of Technology and Teacher Education, 14, 173-207.

Copyright © 2023 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.