Topic

“A Study of Teachers' Experiences of the Integration of Educational Technology into the

Kindergarten Classrooms in Qingdao”

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 CHAPTER# 1

INTRODUCTION

1.1 Introduction:

Over the course of the decade, there have been great changes in the classroom,

especially when it comes to teaching lessons in the most convenient way. Because of this,

many educators have become innovative in how they deliver experiences effectively and

efficiently. Up to this point, this educator is the fastest growing in society and therefore using

technology. The emergence of technology integration offers new opportunities for teaching

and learning, especially in social studies classrooms (Ahn, M.Y. & Davis, H. H. 2020).

Furthermore, it opens another door to how the learning process can become more nurturing,

interactive and rewarding for both teachers and students. Why the National Council for the

Social Studies Inspired Educators to Develop Technology-Enabled Experiences That Address

Curriculum Content and Improve Educational Performance (Ahn, M.Y. and Davis, H. H.

2020.

In response, more and more educators are exposing themselves to technology

infusions that can support their performance when teaching social studies. Additionally,

integrating technology into the classroom plays a key role in significantly improving teacher

productivity and performance in the classroom. The results show that teachers as well as

students are seen as effective members of the class with innovative teaching routines that

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incorporate technology into the teaching and learning experience (Ahn, M.Y. & Davis, H.H.

2020)

Additionally, teaching social studies with technology can yield optimal results for

teacher performance. This proves that technological integration has succeeded in its mission

to give a positive response in the field of education, especially in the innovation of

contemporary education. Unfortunately, numerous studies question the benefits of technology

integration in the classroom. Findings indicate that teachers viewed technology integration as

beneficial to their students' success; however, their practices and performances did not reflect

this growing importance. For the study to suggest that explaining why teachers do or do not

incorporate technology into teaching is insufficient in kindergarten classrooms in Qingdao

People are constantly evolving and changing. Accordingly, science and technology are

advancing at an incredible speed. Especially in the 21st century, when we are at the

beginning of the development of technology, it can be seen. Many things have happened now

that we could not even dream of, and they are happening fast. Changes in technology can

cause people to experience both hope (digital convenience, access to all kinds of information,

solution-oriented technological applications, medical developments) and worrisome

situations (technology addiction, Internet abuse, virtual fraud) (Aina, R.A. and Atan, T.

2020).

This situation requires technology to be managed systematically and to be integrated

into the life processes of individuals in a planned and programmed way (Thomas & Brown,

2016). States have invested the most in people in all periods of their existence. It made this

investment through educational systems (Durnali & Ayyildiz, 2019). The education system

may differ from country to country. However, their goals are common: "Qualified personnel

and educated individuals". Technological changes play a significant role at this point (Palak

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& Walls, 2009; Yilmaz & Aydin, 2019). Today, using technology has become a necessity,

not a privilege. As technology is a part of every area of our lives, mobile phones, cars, apps,

computers, smart homes and many more things that we cannot count here are many

examples. According to the "We Are Social - Digital 2020 April Global Statshot" report, 59%

(4.54 billion) of the world's population are internet users, 49% (3.80 billion) are social

network users and 67% (5.19 billion) are mobile users (Kemp, 2020).

This shows how vital technology is in human life. Another area where technology is

taking place is the education system. The education system is open to all possible changes in

society. Because the task of the education system is to prepare individuals for society and real

life (Aina, R.A. and Atan, T. 2020). Technology makes many direct and indirect

contributions to the education system. Online learning, simulation environments, virtual

laboratories, access to scientific information, immediate access to technological

developments, online educational applications and many other situations are just some of

them (Brito, Dias & Oliveira, 2018). The incorporation of scientific and technical

development into the educational process gives rise to several new skills and concepts.

Examples include "Technology Literacy, Computer Literacy, 21st Century Learners, Internet

Generation, Tech Native, Digital Native".

1.2 Research background:

Aguliera, E., Nightengale-Lee, B. (2020) recognized the importance of providing

meaningful and engaging learning opportunities that empower students to think critically. He

explained that the work teachers give their students should be commensurate with their time.

We need to continue to share the same goal of work that is empowering. Rodberg (2019)

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points out the importance of creating and maintaining a vision for transformative learning

through technology integration. Aguliera, E., Nightengale-Lee, B. (2020). A vision of student

work is an approach that also applies to the design of technology-based student work in

Qingdao.

Teachers are challenged to integrate technology, but without proper training and

support, they struggle to apply pedagogy to technology-enabled learning opportunities in the

classroom. When adapting education to integrate technology, teachers should consider her

two key considerations. Davies and West advised students to learn how to use technology in

preparation for their future careers. Arora, C. & Chander, S.(2020) hypothesized that,

regardless of technology integration, teachers must provide opportunities for students to

develop 21st century skills such as critical thinking, problem solving, and communication.

Both of these considerations force teachers to learn how to achieve the integration of both

technologies while continuing to improve student skills in Qingdao for the 21st century

(Arora, C., & Chander, p. 2020). Strategy and Criteria. Technology has been at the center of

major changes in 21st century education (Calderon & Carlson, 2019).

While recent national focus on science, technology, engineering, and mathematics

(STEM) education has raised overall interest of parents, teachers, school administrators, and

policy makers in issues surrounding meaningful implementation of Common Core State

(CCSS) Standards and Next Generation Science Standards (NGSS), transformation of science

instruction in Kindergarten through second (K-2) grade, and, more specifically, integration of

science and technology in those grades, has been greatly under-implemented and under-

researched. Additionally, as the emphasis is becoming more and more on meeting national

and state grade level performance standards in literacy and mathematics, and teacher

accountability is becoming more and more important, discrete content area instruction has

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become increasingly important in early elementary schools (Heimer & Klefstad, 2015). In the

past few years, schools themselves have pushed science blocks from the afternoon to the

morning, reserving prime morning hours for language arts and mathematics instruction and

intervention, thereby freeing up time for other classes. While science classes are currently

positioned in a less privileged position on elementary school schedules, they still provide

teachers with the opportunity to build upon the natural tendency of children to learn through

the integration of multiple domains and content areas (Heimer & Klefstad, 2015).

It is important for K-2 teachers to ensure that their science instruction is properly

structured so they can address some of students' existing preconceptions early on in their

education and facilitate conceptual change, preparing them for higher grades. Rather than

teaching the two separately, successful science programs integrate content learning with

inquiry processes as opposed to teaching them separately (Bransford & Donovan, 2005). In

order to learn science as an inquiry process, students need to use technology as a tool to help

them expand their worldview, organize data, and reflect on the learning process as a whole.

There is another significance of using mobile devices, such as iPads, for science teaching,

according to Looi, Seow, Zhang, and So (2010), as they challenge the distinction between

formal and informal learning, seamlessly blending them both, and encouraging learners to

learn in "naturalistic settings."

They also found that teachers must actively participate in the design of the learning

activity and incorporate it into a classroom curriculum in order to achieve the best results.

According to the researchers (e.g. Ertmer, 1999; Hew & Bush, 2007; Ertmer et al., 2012),

teachers' internal attitudes and beliefs towards technology, or their knowledge and skills, are

the strongest second order, or internal, barriers to integrating technology into pedagogy. In

spite of the fact that they can overcome the first order, or external, obstacles (resources,

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institutions, subject culture and assessments) that may hinder the implantation of technology,

they can continue to hide it.

Education is constantly changing due to social, technological and professional

changes. The current focus is on educators developing his 21st century skills among students

to prepare them for future success. The 21st Century Framework (Batelle for Kids, 2019),

along with Amani (2022) recommendations, provides guidance for educators to create and

design curricula that engage students and encourage thought with the influx of devices

available in schools, it's important for educators to consider ways to further improve her 21st

century skills while embracing technology. Developed by Amani (2022), the T3 framework

supports teachers working to enhance the value of student learning through technology. The

Transformation and Transcendence phases of the T3 framework provide opportunities for

collaborative problem solving and the ability to expand 21st century skills among students.

Creating a culture among teachers that values learning, creativity and sharing ideas can make

change successful. Teachers need to support their efforts through professional development to

encourage them to keep trying new things with the integration of technology (Bakhtiar, A. &

Hadwin, A. F. 2020) Teachers should continue to share how they are integrating technology

to create a broader community focused on enhancing the learning experience of their

students. By integrating the 21st Century Education Framework, the T3 Framework, and a

culture of sharing among teachers, you can enhance student learning.

The purpose of this study was to identify and explore technology strategies used by

teachers to engage children in educational problem-solving opportunities. Schlechty (2011)

explained the importance of engaging and motivating students through problem-solving

learning opportunities. He stressed the importance of designing an engaging and meaningful

curriculum. The 21st Century Learning Framework (Battle for Kids, 2019) and his T3

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Framework for Innovation follow guidelines for curriculum design. Vega and Robb (2019)

present a census that describes teachers' views of the 21st century classroom. Teacher’s value

digital tools and believe they can enhance student learning, according to the Census, but

many teachers are ill-equipped to design curricula that integrate technology in meaningful

ways for students. I feel. Teachers are under pressure to use devices in schools (Culatta,

2019; Rodberg, 2019). Due to the lack of professional development to enable teachers to

learn best ways for students to use devices, many teachers opt for competency-based support

rather than transformative learning experiences. (McFarlane, 2019). The ISTE technical

standard has evolved since it was significantly changed. First implemented in 1998. When

educators started integrating technology, their focus was on helping students learn how to use

technology. Snelling explained that the focus has shifted to using technology to transform the

student learning experience. The challenge facing educators today is to design meaningful

work that benefits students in the most profound way possible.

1.3 Research problem:

Teachers face challenges in integrating technology, but without proper training and

support, they struggle to apply pedagogy to technology-enabled learning opportunities in the

classroom (Asadi, Z. Abdekhoda, M., & Nadrian, H. 2019). When adapting education to

integrate technology, teachers should consider her two key considerations. Davies and West

advised students to learn how to use technology in preparation for their future careers (Asadi,

Z., Abdekhoda, M., & Nadrian, H. 2019). Regardless of technology integration, teachers

point out that they need to provide opportunities for students to develop 21st century skills

such as critical thinking, problem solving, and communication. Both of these considerations

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force teachers to learn how to achieve the integration of both technologies while continuing

to teach the student her 21st century skills.

As you can see, technological developments are also changing the expectations of

educators. In addition to academic success, students are also expected to acquire many

alternative skills. This is because traditional teacher-centered education has been replaced by

student-centered education. Students are as close to technology as they are to smartphones get

instant access to the information you need on your mobile phone. Software, coding and

digital applications have become an integral part of our daily lives and educational processes.

Many areas of science play a role in the educational process that prepares students for life.

There are math classes, social science classes, Chinese classes, and science classes. However,

the positioning of science education in the field of science is slightly different. Science plays

an important role in helping students learn and understand the environment, so Qingdao

students' life in science can be divided into sub-disciplines such as physics, chemistry and

biology (Asadi, Z., Abdekhoda, M. & Nadrian, H. 2019).

The importance of incorporating technology into the curriculum is becoming

increasingly evident in our technologically diverse world. In order to enhance teaching and

learning, researchers, educators, administrators, policy makers, and parents are now seeking

out the best ways to integrate technology into classrooms (Li, 2007; Pedretti, Mayer-Smith &

Woodrow, 1998). By using Facebook, Twitter, Tiktok, and Instagram, students are exposed

to a variety of technologies on a daily basis. Technology is becoming increasingly important

to young people outside of school, in their homes, and in their communities. It is possible for

students to quickly acquire skills in using social networking websites, electronic games, and

finding all kinds of information (Parris, Fisher & Headley, 2009). In order to enhance the

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classroom experience and increase student engagement, motivation, and satisfaction, teachers

should plan accordingly to introduce and integrate technology into the curriculum.

If students work cooperatively without focusing on social comparisons in a

technology-enhanced environment, they may be more motivated (Hsieh, Cho, Liu &

Schallert, 2008). Schools and teachers may be keeping pace with students by integrating

technology into the classroom, but the extent to which they do so is unclear. In addition, there

is limited research focused on teachers’ beliefs concerning the integration of educational

technology in instruction and specifically in the area of the kindergarten and elementary

setting.

1.4 Research Question:

RQ1= To what extent did teachers integrate new curriculum technology into

Qingdao kindergarten classrooms?

RQ3= What was the adoption rate of the curriculum innovation by the

different teachers involved in the study?

RQ5= Teachers are implementing technology-based educational strategies and

digital tools to enrich problem-solving in kindergarten classes in Qingdao.

How do you see the value of strategy?

RQ6= What are the teacher perceptions of the value of using digital tools to

enrich problem solving for Kindergarten Classrooms in Qingdao?

RQ7= How have teachers adapted and implemented valuable technology

activities into the in-Kindergarten Classrooms in Qingdao?

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 1.5 Research objective:

 Find the teachers' Experiences of the Integration of Educational Technology

into the in-Kindergarten Classrooms in Qingdao?

 Find the impact of Technology Integration in Teaching Performance?

 Investigating the Experience of Teachers’ Innovative Adaptation of Teaching

and Learning?

 The Effect of Technology Integration in Education on Prospective Teachers

Critical and Creative Thinking, Multidimensional 21st Century Skills and

Academic Achievements

1.5 Research significance:

This study is important because educators can learn from the work others have done

to facilitate change. The researcher hopes that sharing the experiences teachers have had with

the phenomenon of technology integration will help transform the learning of other educators

by encouraging them to improve their own practices based on what is communicated in this

study. This study documents strategies, programs, and activities that teachers are currently

implementing in the classroom using technology that could spark ideas for others, spark ideas

for research studies, and promote growth among teachers in this study, which aimed to

explore critical and creative thinking , multidimensional skills of the 21st century and

changes in academic achievements due to the technological integration of future teachers who

have science education in pedagogical fields (Aybek, B., Aslan, S., Dincer, S., & Coskun-

Arisoy , B. 2019). Research results should support three specific functions in the future. First,
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it can be used as a reference to enhance the implementation of the new curriculum and

facilitate the process. Second, they can be used to inform the creation of various training and

professional development courses to fill previously identified gaps in current approaches.

Third, it can increase the acceptance rate of effective teaching technology in public schools in

Qingdao.

In order to better understand how teachers in technology-rich schools use technology

on a daily basis, there needs to be more research done on how they use technology. As a

result of acquiring a deeper understanding of how kindergarten and elementary teachers are

integrating technology into their classrooms, novice teachers will be able to develop effective

teaching and learning strategies that are sure to increase their effectiveness.

1.6 Operational definitions:

 Digital Tools

Digital Tools are defined as websites, applications, and learning platforms that help

students use technology to learn (Vega & Robb, 2019).

 Learning Strategies

Teaching Strategies are defined as the approaches used by educators to motivate

students. (Meador, 2019).

 Initiative

Initiative is defined as a program that provides every teacher and student in a school

with devices for use at school and at home (Davies & West, 2020).

 Blended Learning

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 Blended Learning is defined as the use of technology in the classroom (Hrastisnki,

2019).

1.7 Structure of the report

This chapter provides an overview of the revised survey background, problem description,

survey questions, and survey objectives. In the next chapter, we develop a theoretical

framework to explain the meaning of these variables more clearly.

Chapter Coverage Area

Chapter 1 This chapter elaborates on the key concepts of the research topic:

research background, opinions, and the importance of the topic. Apart

from that, this chapter contains a clear description of research

objectives, research questions, research objectives and structure of the

proposed research

Chapter 2 Chapter 2 provides a detailed discussion of literary studies. An

important definition of students in into the in-Kindergarten Classrooms

in Qingdao and empirical studies conducted in this area. Finally, the

proposed conceptual framework and research hypothesis follow.

Chapter 3 Chapter 3 looks at research methodologies that cover the sampling

techniques used in research design, data collection, and data analysis

methods.

Chapter 4 Chapter 4, Discussion by Analysis of Generated Data

Chapter 5 Chapter 4, Discussion by Analysis of Generated Data

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Table 1: Structure of the report

1.8 Summary:

This chapter outlines the research background, questions, research themes, research

objectives, and the importance of this research. In the next chapter, a theoretical framework

will be developed to more clearly establish the relationships between these variables.

CHAPTER 2

LITERATURE REVIEW

2.1 School-based Teachers’ Professional Development

Teacher professional development in schools can be a means to facilitate technology

integration. It is the responsibility of school administrators to organize this professional

development and to first identify potential and existing problems and obstacles facing

teachers. Second, it is their responsibility to actively address the above issues. Ultimately,

school leaders must devise plans to overcome these problems and obstacles. In addition,

department heads should support and organize teaching and learning workshops to

meaningfully integrate technology among the various employees within the department and

achieve appropriate learning progress (Ain, Q Yuan, X. H., Javaid, H.M., Usman, M., &

Haris, M. 2020). The department manager's task is to contact the department manager and list

additional training topics to be handled according to the needs of the department. The

Curriculum Guide encourages teachers to monitor each other's teaching and encourages
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teachers to network internally with each other and externally with other schools. He also

advises teachers and their department heads to cooperate.

There have been previous studies that have expressed concern about the ineffective

use of computer technology for the purpose of instruction by teachers (Heravi, 2009). The

findings of such studies suggest that there needs to be a change in the behavior of traditional

teachers to be able to increase the integration and use of new technology in the curriculum

(Heravi, 2009). It is clear that governments, school administrations, and school boards

continue to support the provision of educational technologies in the classrooms, but it is not

clear to what extent teachers are integrating educational technology into the classroom

(Hixon & Buckenmeyer, 2009). There is a crucial question raised by Schaffhauser (2009)

regarding the ordering of technology or pedagogy in the learning process.

As he explains in his article, titled Which Came First - The Technology or the

Pedagogy? There is a discussion in the author's book about how young teachers come into the

classroom with more knowledge of technology, but with little understanding of how to use it

effectively as a teaching tool. It is true that experienced teachers are not always

technologically savvy, but they are often more knowledgeable in the field of pedagogy. A

term coined to emphasize the importance of knowledge of technology as a means of teaching

with technology is “Technological pedagogical content knowledge (TPACK),” which is an

acronym for TPACK that emphasizes three aspects of teaching with technology: content

knowledge of the subject, pedagogy associated with it, and the technology used to deliver it.

As a result, this study will be able to contribute to the understanding of the extent to

which teachers have integrated educational technology into their kindergarten classrooms

based on their experiences. The following literature review is focused on some related

literature relating to teachers' beliefs and perceptions regarding the use of technology in the
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classroom, as well as the practice of kindergarten and elementary teachers concerning their

use of technology.

2.2 Children's use of technology

With the rapid development of society and economy in the People's Republic of

China, the importance of technical education has been gradually recognized by both the

Chinese government and the people. Since China opened its doors to the industrialized West,

it has benefited in many areas, including science and technology. China and the United States

signed an agreement to launch three satellites (Chen, 1990). The US government recently

gave permission to ship these three satellites to China. The successful launch of the satellite

AsiaSat, manufactured by Hughes Aircraft Company for Asia Satellite Telecommunications

Corporation, marked the beginning of China's entry into the international satellite

communications market. Technologies in other fields, such as nuclear power,

superconductors, high-energy accelerators, advanced new computers, and human-friendly

robots, also represent major breakthroughs in Chinese science and technology (A.in, Q.,

Yuan, X.H., Javaid, H.M., Usman, M. & Haris, M. 2020). China has a long history of

technological invention Some of the world's greatest inventions came from ancient China.

In the last few years, it has become evident that children are spending more and more

time online, and at an earlier age as well. The significance of this may be due to the fact that

childhood is a time of rapid growth, development, and maturation for a child. As one of the

most important elements of the human brain, it should be noted that it is a "plastic" organ,

which simply means that it changes based on the experiences we have had. There is no doubt

that childhood is a period of high brain plasticity. There are over one million new connections

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being formed in a child's brain every second during the first three years of life - essential for

the development of hearing, language and cognition during these years (Center on the

Developing Child, 2009). It is these basic capacities that lay the foundation for the neural

networks that underlie more complex actions, such as decision-making and cognitive

flexibility, that are based on these basic capacities. According to brain imaging studies, these

changes in function are accompanied by substantial structural changes in the adolescent brain

that are associated with these functional changes (Crone & Konijn, 2018).

Four of these inventions are papermaking, gunpowder, the compass, and printing.

China is her one of the oldest countries with an education system. Vocational training first

appeared in China in isolated schools around 1870. A nationwide vocational training system

was not established until 1902, when the Qing government issued the "School Edict". From

then until 1949, when the People's Republic of China was founded, the foundation of

technical and vocational education was very weak. Since 1949, technical and vocational

education in China has been in a continuous process of reform, reconstruction and

improvement. "Technology is productivity" is a well-known slogan in China and is well

recognized. The Central Committee of the Communist Party of China said: A. & Darko,

G.M. 2019).

As mentioned above, the effects of technology depend on the type of technology used

and what it is used for (Bavelier, Green & Dye, 2010). There is, therefore, a need to better

understand the way and why children use technology, as well as the wide variety of devices

that they choose to use. Gaming, chatting, and social networking are some of the things

young people do on the Internet. In spite of the fact that televisions and tablets dominate

media use among children, traditional television is increasingly being replaced by services

such as Netflix and Amazon Prime, and YouTube has fast become the content provider of

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choice for children from the age of 8-11 (Ofcom, 2019). During the day, children may use

computers for class work, a cell phone for communication with their friends, a tablet for work

in the evenings, and then watch an hour or two of television with their families at the end of

the day. A lot of time can be spent in front of a screen during the course of a day, although

the majority of 12-15 year olds in the United Kingdom believe they have achieved a balance

between using screens and doing other things throughout the day (Ofcom, 2019).

Research has shown that young children are isolated from their lives, as well as their

social behavior and peer play, when they are using technology tools (e.g., Barnes & Hill,

1983). Subrahmanyam, Kraut, Greenfield and Gross (2000) showed that access to computers

and their availability increases the amount of time that children spend in front of computer

screens, thus exposing them to an increased risk of obesity as a result of their excessive

exposure to computer screens. In spite of this, the research found that there was a mixed bag

of results in terms of both the advantages and disadvantages of technology in general as well

as the use of computers in particular. Children's friendships and family relationships as well

as their loneliness and depression are all affected by technology in different ways, according

to different research studies. It has been shown that violent computer games may contribute

to aggression and hostility (Provenzo, 1991).

As a result, young children are required to participate in sports and social activities

instead of using computers and technology, which is a serious concern regarding the physical

well-being of these children. There are a number of arguments that have been put forward

concerning the heavy use of new media and its detrimental effects on academic achievement,

self-esteem, and social abilities of children (e.g., Roe & Mujis, 1998; Heim et al., 2007;

Tapscott, 1998; Drotner, 2001). As a result, further research on this topic is required in order

to help increase awareness in parents and childhood educators regarding the positive and

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negative effects of home and school technology on children's lives (Subrahmanyam, Kraut,

Greenfield & Gross, 2000).

It is to be noted, however, that the research is not conclusive with regards to the use of

technology and the extent to which teachers integrate technology into their teaching, as well

as their attitudes towards the implementation of technology in the classroom. There is a need

to further examine the extent to which teachers integrate technology into their teaching

practices, as it was highlighted in the previous literature review. The research that was carried

out for this study was primarily focused on school technology and the importance of

implementing it in classrooms for the purposes of the study. It is therefore important to

investigate the extent to which kindergarten and elementary teachers integrate technology in

their classrooms, as well as their beliefs regarding the integration of technology into their

classrooms.

2.3 Brilliant Technology Integration

In describing and criticizing current technology use, it is important to recognize that

not everyone has a common understanding of what technology is and what integration of

technology means. The use of technology in the classroom is often associated with computer

equipment, software, and other electronic devices (U.S. Department of Education, 2010;

Woolfe, 2010). There is, however, a rather narrow scope to these definitions. It has been

argued that integrating technology into schools is a simplistic solution to a complicated

endeavor (Bahrampour, 2006; Cuban, 2006a; Warschauer & Ames, 2010) because it implies

access to computers, computer software, and the internet. The use of digital technologies in

schools is unwarranted when technology is defined simply as electronic devices.

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 Integration of Fact and Oral Exchange Age (ICT) and Concerns Curriculum is the

middle of e-education software. Taking Foshan City, Guangdong Province as an example,

this paper examines the integration of ICT and curriculum in primary education in developed

regions of China. In this paper, the benefits of ICT in undergraduate and graduate universities

are in-depth understood through questionnaires, discussions with teachers and students, and

field research. The effectiveness of route insurance, class insurance, and ICT and curriculum

integration has been investigated and analyzed (Aikins, E.D., Adu-Opong, A. A., & Darko,

G.M. 2019) research results show that due to the developed field of electronic education in

China, his ICT and curriculum integration in Foshan is rather closed and almost completely

guaranteed.

In terms of effectiveness, ICT can effectively enhance hobby knowledge acquisition

among university students. Increase the efficiency and brilliance of classroom teaching to

increase the total number of students in your class. School leaders, teachers and students have

differing views on their own effectiveness, and effectiveness is still highly subjective. There

are no clear indications of its effectiveness with certainty And there are few corresponding

studies. In the future, research on educational ages in schools should be strengthened, and

more attention should be paid to the effectiveness of ICT and curriculum integration (Aikins,

E.D., Adu-Opong, A.A., & Darko, G.M. 2019).

Today kindergarten education is regarded and realized to be one of the most important

aspects of early childhood development throughout the world. It is well known that

kindergarten students (aged between the ages of 4-6 years old; depending on the country's

regulations) have a great deal of curiosity about their environment, are open to learning and

eager to try new activities, so kindergarten education is considered meaningful for enabling

them to gain a deeper understanding of their surroundings (Arnas, 2005). Educating young

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children is also thought to be essential for the development of their concepts in the future, as

the process of learning by doing is important for kindergarteners. In recent years, early

childhood education has gained international recognition as having a key role to play in

enhancing educational outcomes across the educational system, especially in developing

countries (Ayvaci, 2010).

In fact, one of the key factors that contributed to this outcome was probably the fact

that it was established as the first objective of UNESCO's Education for All (EFA) initiative,

which was adopted by the World Education Forum in 2000. It should be noted that UNESCO

emphasizes that literature, cognitive skills, and social skills are the basis for lifelong learning

and as such, the organization deems that the effectiveness and fairness of the education

system are crucial (Labbe, 2013). It is very important to take into account what kind of

instruction methods can be used in order to promote the development of kindergarten

children, according to Vernadakis et al. (2005). To enhance the teaching-learning process, we

propose the use of new teaching methods as well as instructive teaching materials in order to

enhance teaching procedures. It is important to select teaching materials and tools from

interesting and challenging areas of study during that education process. In order to achieve

the EFA goals, it is recommended that new information and communication technologies

(ICTs) should be included as part of formal education in order to meet the targets set by

UNESCO.

2.4 Generation Integration in Early life

Generations have always been an important part of the classroom, and while the

original reasons for their use have changed little over the years, the methods of generations

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have evolved significantly, allowing young people to create meaning and I can't come to a

conclusion. For younger generations, it is important that games that represent cutting-edge

culture are encouraged (Arnott and Yelland, 2020). The convergence of digital technologies

is perhaps even more important today. Younger generations are more dependent than ever on

digital technology because they grew up in a generational society (Aulia, A., Marjohan, M.,

& Rakimahwati, R. 2019).

In her 2019 study by Aulia, A., Marjohan, M., and Rakimahwati, R., the best

techniques to motivate young people are exploratory dialogue, shared problem-solving, and

collaborative mastering. It turns out there is. The focus is on facilitating the creation,

interaction, enhancement and literacy understanding of many talents through virtual systems

and technology for children. Furthermore, the researchers cautioned that "children's

involvement in digital technology needs to be adequately supported by improving the

trainer's own skills and understanding literacy in the virtual age."

2.5 instructors’ Integration of era

In spite of the fact that kindergarten have adequate access to educational technologies,

teachers and students do not always use them for the purpose of instruction. There has

typically been a focus on professional development for teachers when it comes to improving

technology use in schools. There have also been a number of ethical and moral issues raised

in addition to the social ones.

In the past decade, much of the research into the use of technology in schools has

been focused on training those who are preparing to become teachers, although discussions

regarding professional development for existing classroom teachers are becoming more

22
common as well. According to Harris, Mishra, and Koehler (2009), there are five models of

professional development for teachers when it comes to technology: a) software-focused

initiatives, b) demonstrations of sample resources, lessons, and projects, c) efforts to reform

educational practices through technology, d) structured/standardized professional

development workshops or courses, or e) technology-focused teacher education. These

authors claim that, as of now, there is no conclusive evidence that any of these models has

been successful in substantially increasing the effectiveness of technology as measured by the

improvement of learning outcomes through increased use of technology. There has been a

great deal of research done on technology integration training for teachers, but most of the

time, the focus has either been on assessing (a) how effective the professional development

training methods are or (b) what the desired objectives of the professional development

training are.

The definition of technology integration may not be universally accepted. Bambrick-

Santoyo, P. (2019) defines generative use as supporting new ways for students to acquire

information and research through collaboration with their peers. Calderon, V.J. & Carlson,

M. (2020) point out that integration is no longer characterized by the amount and form of

generations, but by how and why successful practices are acquired. I'm here. He also explains

that integration occurs when educators are "trained in the usage of different generations and

in determining appropriate roles and uses." Teachers and students automatically use era when

needed. Instructors and students are empowered and supported to perform the songs they

love." (p. 1726) Culatta, R. (2019) concluded that using generations for elegance should

always be attractive to inexperienced individuals and capture their tastes and attention. need

to strengthen.

23
 Daniel, J., Quartz, k. H., & Oakes, J. (2019) argued that not only is technology always

the perfect device to replace traditional coaching strategies, but it also offers new approaches

to coaching and learning. found to be an important tool for promoting the benefits of using

technology in coaching and learning methods depend on many factors, including: B.

Perceptions, Attitudes, or Induction of Core Newcomers. There is no single technique

identified as "quality" that applies. Alternatively, each device or software program has a

validated, focused interest. Adapting the instructor pattern to technology is very important.

Careful planning and targeted education are key to spreading the times. Trainers need to

know how to incorporate times into their daily coaching. We also need to recognize how and

why we can benefit from using training technology (Daniel, J., Quartz, OK. H., & Oakes, J.

2019)

2.6 21 Century competencies

Teachers prepare students to become the destiny of our society. The world around us is

constantly changing. 21st century skills are critical for students to navigate this changing

world. Ramey (2016) notes that traditional skills related to technology, mathematics,

language skills, and engineering are important, but teaching talent, encouraging questions,

and a disposition to attract novices to the task at hand. argued to be equally important.

Elements of student learning that are not directed toward substantive information are

considered non-cognitive (Farrington et al., 2014). Teachers must also be proficient in these

skills if they wish to improve their pedagogy to help students develop transference, critical

questioning and problem-solving (Berestova, A., Gayfullina, N. Tikhomirov, S.

(2020Applying what is learned to new situations, applying expertise to reasoning, and

creating countermeasures to solve problems .Figure 1

24
21st Century Framework

There was a shift from emphasizing collaborative learning to emphasizing collaborative

learning. These two terms are extensively defined, compared and contrasted by the authors

Berestova, A., Gayfullina, N., Tikhomirov, S. (2020) in Her. Collaborative learning simply

requires group members to share the work and reach the end goal. They eventually talk and

come up with a plan, but rather than cooperating, they do their job. In collaborative learning,

the process of completing a task or solving a problem requires constant exchange of ideas and

communication of plans. Collaboration requires more advanced interpersonal skills and

provides an excellent opportunity to practice and assess 21st century skills (Alismail,

McGuire, 2015). Collaboration is also a way to help underperforming students expand their

knowledge and skills (Beier, M.E., Kim, M.H., Saterbak, A., Leautaud, V, Bishnoi, S., and

Gilberto, J.M. 2019).

25
 Aurora and Chander (2020) supported the conclusion of Huang, W. 2020 that the T3

framework provides action planning through self-assessment, goal setting, and reflection.

McFarlane (2020) describes the T3 Framework for Educational Innovation in Introduction to

Technology Integration Frameworks. She pointed out that there is ample evidence that the

transformation phase of the Huang, W. 2020 framework leads to deeper learning and student

engagement. And while the evidence for the effectiveness of the transcendence level in

technology is scarce, this level focuses on principles that have long been used in a variety of

studies, such as real-world exploration and problem-solving, and therefore, trust It should

also be noted that preserving gender. World (McFarlane, 2019)

Figure 2

T3 Framework for Innovation in Education

In this partnership, computers will play a role in providing immediate and specific

feedback to students, documenting and tracking student progress, altering instruction based

on student level, and helping teachers plan lessons. increase. Huang, W. 2020 points out that

quality differentiation is important for students, but difficult for teachers to achieve alone.

26
Computer-automated programs allow teachers to give different students different learning

tasks without having to individually create individual lessons for each student. This level of

differentiation, including instruction, data, and feedback, leads to individualized learning for

students (Huang, W. 2020) is a partnership where the use of technology focuses on

automation and consumption, enabling teachers to spend more time working with their

students. To transformative and transcendental learning activities in small groups.

Technology can help teachers deliver content and assessment, but teachers must consider

other elements of quality, data-driven instruction. Teachers must analyze data and use the

insights to take action. This level of education creates the conditions for high-quality, data-

driven education in schools (Bambrick-Santoyo, 2019). The table below shows the benefits of

each group in the partnership.

Figure 3

Comparative Advantages of Computers, Non-experts, and Expert Teachers

27
 A third benefit of leveraging the strengths of computers, lay teachers, and experienced

teachers is that it frees up time for teachers to focus on non-disciplinary elements (Bambrick

Santoyo, 2019). Educators claim to emphasize the importance of non-academic "factors" in

education (p. 4). Her need to develop 21st century skills to prepare her for the real world is a

big part of the teacher's efforts to bring this focus into the classroom (Bambrick-Santoyo,

2019) found that time is one of the biggest barriers to teacher success, making it difficult to

add this additional responsibility. In this case, automated programs can help by giving

teachers time to focus on improving student skills such as self-discipline, courage, and

emotional regulation. Programs such as Mindset Works and Brainology have also been

developed to provide automated learning experiences that help students focus on thinking and

growing. Providing students with such metacognitive support facilitates their development of

self-regulatory skills (Kasalak, G., Dagyar, M. 2020). There are at least two approaches. How

technology is used to create meaningful, engaging, and challenging assignments for students

and how technology is automatically and passively used by teachers to create meaningful

opportunities for students without the use of technology. how to make it available.

Networking the two approaches discussed is most likely to create the balance needed for

successful student education (Kasalak, G., Dagyar, M. 2020).

2.7 Curriculum Design

The additives of coaching 21st century abilities and aspects of era integration diagnosed

inside T3 are massive components of the curriculum design for teachers. Kahan, D. and

McKenzie, T.L., (2020) defined the matters instructors want to do to inspire and interact

28
students. The factors of designing engaging paintings are important to coaching twenty first

century talents even as integrating era in a manner this is most significant to students.

instructors have to bear in mind student motivation whilst designing curriculum. Kahan, D.

and McKenzie, T.L., (2020) mentioned that intrinsic rewards that focus on supplying

possibilities for students to suppose significantly and be innovative considerably boom

scholar manufacturing and engagement. He argued that the three maximum essential

additives to hold in mind when designing paintings for students are autonomy, mastery, and

cause. consistent with this guiding principle, era-integrating instructors the usage of the

transformational and transcendent levels of the T3 framework are more likely to look

intrinsic motivation amongst their students.

Intrinsic motivation is probably to produce greater self-reliant, innovative thinkers

(Kaushal, V. and Ali, N. 2019). The traits of students who're intrinsically stimulated are

closely associated with the studying traits recognized within the twenty first Century problem

solving Framework (Kaushal, V. and Ali, N. 2019) also argued that extrinsic rewards will

have a negative effect on student growth , hassle fixing and mastering. This facts from

Schlechty is vital for instructors to don't forget as they expand and layout curriculum and

recall how they'll combine era.

As documented in Kaushal, V. and Ali, N. 2019, one viable answer to meet various

wishes is to put in force a few shapes of computerized era use. The intention of this method is

to give the instructor more time to differentiate and work with one of a kind college students

(Kaushal, V. and Ali, N. 2019) argued that teachers need to be careful whilst offering

extrinsic rewards for fulfillment in educational paintings. . This concept became made to

guide teachers within the technique of creating enticing paintings for college kids, so it

additionally applies to work that scholars entire thru automated applications on devices. One

29
manner instructors can determine whether or not a particular aspect of the curriculum and its

use extrinsically or intrinsically motivates students and sincerely engages them is to don't

forget whether or not they're designing the curriculum or making plans the curriculum.

Curriculum layout ends in deep questioning, unique approaches of solving problems for

students, invention and problem fixing. Mere curriculum planning is focused on cookie-cutter

sports that observe unique policies and approaches Curriculum design defined carefully with

the second one (transformative) and 0.33 (transcendent) levels of the T3 framework planning

is extra aligned with the first (translational) section. LaMarco, N. 2019 said that the motive of

the transformative and transcendent levels of technology integration is to have interaction

students and deepen the level of gaining knowledge of. identified the identical intention in

curriculum layout so that instructors can apply layout traits in figuring out the exceptional

route for era integration to attain the second and 0.33 tiers of the T3 framework. the first first-

class diagnosed for designing enticing work is product attention. instructors should take into

account the manufactured from the curriculum. This aspect of curriculum layout is what

makes the paintings meaningful and leads to student engagement. Kangas and LaMarco, N.

2019 agreed that product attention is a vital a part of collaborative layout. The authors

advised maintaining the perfect stability among guidance and creativity to assist college

students get the most out in their learning.

while instructors are described as engaged, it is able to imply many stuffs. it may

mean that the instructor is popular and revered. it may additionally imply that the way a

instructor teaches, consisting of the way they prepare and design a curriculum, deeply

engages college students. it's also feasible for a instructor to have both an enticing presence

and a fascinating pedagogy. he talked about that it's far essential to apprehend what form of

engagement needs to be stepped forward due to the fact so one can see college students gain

30
the required stage of 21st century capabilities, we need to focus on the engagement of

Legonconnect pedagogy. (2020) discussed the replacement of a few instructor tasks with

generation-targeted duties. If instructors are to maintain the identical stage of engagement

they provide with generation-based totally responsibilities, it's miles important to determine

whether these technology programs contain the identified qualities of instructor engagement.

He said that instructors ought to preserve to work on their personal stage of essential

wondering to constantly push students to gain higher stages of questioning and engagement.

non-stop gaining knowledge of as a teacher presents the competencies required to determine

whether the curriculum, you're the use of is incorporating the proper paintings for students.

As increasingly curriculum actions from paper and pencil to technology-primarily based

programs, sports, and system, instructors must hold to offer the identical degree of

manipulate in designing paintings that integrates generation for students.

Intelligence theories also can be motivational elements amongst students. Blackwell

et al. (2007) completed a look at to decide whether or not college students who believed that

intelligence become immutable completed the equal degree of overall performance as people

who believed that intelligence turned into malleable. Researchers determined that students

who believed that intelligence may be formed were more likely to increase in educational

achievement. This importance of considering intelligence relates to Lloyd, T. (2019) argues

that students need to be engaged and inspired. If instructors enforce design features, he

shows, the focal point have to be on what students can study, in preference to just

specializing in what they recognize.

mission-based and trouble-based totally getting to know are curricular strategies that

could combine technology and were proven to increase student engagement. Lloyd, T. (2019)

surveyed teachers in a take a look at to determine the extent of engagement finished from

31
hassle-based and venture-primarily based gaining knowledge of. teacher responses confirmed

that scholars had been eager to work on their initiatives, research and study. students in the 36

lessons included within the look at have been said to be engaged and running very difficult on

their projects. teachers also communicated proof of patience to their students in the course of

the initiatives. the students had been very dedicated to finding solutions and creating their

merchandise. project-based totally learning increases pupil engagement and mind-set closer

to getting to know (Beier et al., 2019; Duke et al., 2021; Reid-Griffin et al., 2020).

2.8 Instructor Perceptions of technology Integration and 21st Century competencies

The information and communication technology (ICT) has become an essential part of the

modern world, influencing all aspects of human life to a great extent (Gnambs, 2021). It is

also worth noting that ICT has also transformed the education sector and made instructional

practices more interactive and productive (Lin et al., 2017). In addition to providing a variety

of tools that can be used in traditional classrooms and online spaces, it is also helpful in

building a proactive classroom environment (Jogezai et al., 2021). The application of

technology-enhanced instructional practices not only enhances the quality of teaching

(Akram et al., 2021a), but also helps students develop their skills, boost their motivation, and

enhance their knowledge and information in an efficient and effective manner (Chen et al.,

2018).

A key part of a success generation implementation is trainer aid and notion. Lloyd, T.

(2019) explored trainer applicants' perceptions of generation integration and student voice.

instructor candidates in this take a look at completed a questionnaire to give an explanation

for how era turned into used in the study room and the capabilities they felt have been most

32
essential for students. greater than 87% of trainer candidates said generation is generally used

for educational games and to exercise content-primarily based abilties. This indicates that

teaching applicants mostly witness the translational use of technology of their classrooms

(Magana, 2017). Lloyd, T. (2019) the researchers additionally requested approximately the

technology abilties that candidates felt have been most important for students to research.

these responses focused on research, internet abilities, internet protection, and knowledge the

multiple uses of generation, indicating that trainer applicants felt that scholars must

participate in extra generation-wealthy reports. The ISTE technology standards also assist this

want for technology-rich stories. The ISTE era requirements advocate that students must use

technology to create and engage with it in an lively as opposed to passive position (Sheffield

et al., 2018). while students actively interact with era, as suggested with the aid of the ISTE

standards, they reach a transformative or transcendent level of technology use (Magana,

2017)

There was a time when ICT played an essential role in maintaining teaching learning

activities across all domains of human lives during the COVID-19 global crisis, when all of

the activities across all domains of human lives were restricted (Thaheem et al., 2021). As an

alternative to face-to-face instruction, ICT enhanced teaching and learning provides a flexible

approach and better access to learning opportunities as a substitute for the use of face-to-face

instruction in the classroom (Akram et al., 2021). As a result of their lack of technological

competence, teachers found it difficult to make the best use of ICT as a part of their

instructional strategies, but the transitory phase helped them to improve their digital skills. In

addition, the use of Information and Communication Technology (ICT) in education for

enhancing the effectiveness of instructional practices has been considered crucial for the last

few decades throughout the world (U.S. Department of Education, 2017). It has also been

33
shown in several studies that ICT-integrated instructional approaches have an important role

to play in meeting the educational needs of the learners by increasing their thoughtfulness and

motivating them, which is viewed as a significant factor in meeting their educational needs

The educational growth of students is a predictor of their future success in school (Xu et al.,

2021).

There is a growing body of evidence that technology-integrated education increases

cognitive understanding and academic achievement of students, according to Liu et al.

(2022). Moreover, ICT-integrated teaching-learning practices have also been shown to

improve students' ability to remain connected to their instructors and peers via various social

media platforms, assist students in resolving academic challenges and keep them actively

engaged in their learning activities (Liu Z. et al., 2021). According to Liu et al, students’

active participation in learning activities plays a crucial role in determining the outcome of

the learning process. To create a collaborative classroom environment, it was suggested that

teachers design collaborative activities using the computer-supported collaborative concept

mapping (CSCCM) technique in order to increase students' interest in the subject matter. The

requirement of ICT integrated teaching learning, in a nutshell, is the time requirement that

offers learners the opportunity to satisfy their learning needs while also allowing teachers to

align their teaching approaches with global standards.

In a current Gallup poll (2019), 81% of instructors strongly agree or agree that digital

learning tools are valuable for lecture room instruction. although teachers agree on the fee of

digital getting to know gear, there seems to be more confusion approximately the level of

readiness had to efficiently put into effect the technology, they completed a take a look at at

the implementation of a three-day workshop where instructors had been taught to build 3-d

printers. After the workshop, instructors finished a survey to reflect on their experiences. The

34
researchers determined the workshop to be a transformative getting to know enjoy and

observed that enticing inside the enjoy became of huge cost (Lloyd, T. 2019). instructors said

that via undertaking one of these rich revel in, they had been advocated approximately the

benefits their college students could advantage from taking part in comparable experiences.

The researchers additionally found that once instructors engaged inside the hands-on

technique of building the printers, their self-assurance stages multiplied and helped them feel

higher prepared to provide these varieties of reviews to their college students.

2.9 Conceptual frame work

Dependent variable’s independent variable’s

Teachers embed technology

Barriers/ enablers

Rates of adoption of the

curriculum innovation

35
 The Integration of
Educational Technology
into the in-Kindergarten
Classrooms in Qingdao Teacher perceptions

Technology-based
instructional strategies

The value of using digital

tools

Implemented valuable
technology activities

2.10 Hypothesis development

 H1: Teachers embed technology influence the Integration of Educational Technology

into the in-Kindergarten Classrooms in Qingdao?

36
  H2: Barriers/ enablers has a positive effect on the Integration of Educational

Technology into the in-Kindergarten Classrooms in Qingdao?

 H3: Rates of adoption of the curriculum innovation influence the Integration of

Educational Technology into the in-Kindergarten Classrooms in Qingdao?

 H4: Teacher perceptions have a positive influence the Integration of Educational

Technology into the in-Kindergarten Classrooms in Qingdao?

 H5: Technology-based instructional strategies influence the Integration of

Educational Technology into the in-Kindergarten Classrooms in Qingdao?

 H6: The value of using digital tools influence the Integration of Educational

Technology into the in-Kindergarten Classrooms in Qingdao?

 H7: Implemented valuable technology activities influence the Integration of

Educational Technology into the in-Kindergarten Classrooms in Qingdao?

2.11 Summary:

This chapter provides a comprehensive review of the literature that can support the theory

and rationale of previous studies. We further substantiate the theory proposed from previous

research and provide better insight into the factors that influence the Integration of

Educational Technology into the in-Kindergarten Classrooms in Qingdao in the following

chapters, we will review the study methodology and carry out study design, data collection

methods, sample design, study equipment, structural measurements, and data processing.

37
38
 CHAPTER 3

RESEARCH METHODOLOGY

3.1 Introduction

Research methodology includes a number of myriad steps, through which the

researchers can focus on the research issues and solve the obstacles by following systematic

ways. Therefore, it can be stated that the research methodology is required for providing clear

and brief descriptions of the steps by which the research can be performed by the researchers.

Besides this, the associated gaps, limitations, and their impacts on the research outcomes can

also be explained in this chapter. It is required to carry out an appropriate research

methodology, which is an essential part of completing the thesis within a successful and

effective manner. In order to fulfill the aim and objectives of this thesis, researcher has

obtained information from various theoretical as well as the conceptual basis, which can be

considered as an extended research method according to the previous chapter.

3.2 Research design

Based on the statements of Zekan, S., Peronja, I., & Russo, A. (2020), psychological

variables can be explored through the exploratory research design. Besides this, exploratory

research design is also applicable in case of issue identification for investigating the

mitigating strategies related to the topic. On the other hand, explanatory research design

provides the opportunity to the researchers in discovering various concepts, insights, and
39
ideas, regarding the topic, which is extensively versatile and flexible. Therefore, this design is

suitable for understanding the existing theories and evidence with a more in-depth viewpoint.

However, both of the above two are applicable in the absence of a specific set of research

objectives and research questions. Sileyew, K. J. (2019, August 7) mentioned that descriptive

research design is advantageous in the research studies having a particular set of objectives

and questions. In descriptive research design, both positive and negative panorama can be

considered and analysed through a broader viewpoint. In order to achieve desired outcomes

researchers, need to choose a specific research design among the three types, which are

descriptive, explanatory, and exploratory. The success rate of the research and the

acceptability of the obtained outputs are dependent on the research design, as the designs are

associated with the aim and objectives of the study.

3.3 Research philosophy

According to the viewpoint of Taj, Y. (2021, December 24), the researcher generally

follows 3 types of research philosophy, realism, positivism, and interpretivism. Through the

realism research philosophy, the researchers can obtain social reality, which is unbiased, even

after research. These social realities are acceptable for meeting the research aim and

objectives. On the other hand, individual perceptions of human-aligned with the judgement of

any subjective topic can be explored through the interpretivism research philosophy. As

opined by Kothari (2004), researchers can obtain information about existing theories, models,

and concepts, through following the positivism research philosophy. Successful research is

40
highly based on the adaption of an appropriate research philosophy, which is essential in

meeting the objectives of the particular research study.

3.4 Research onion

The explanation of the research onion given by Saunders, Lewis & Thornhill (2009), the

multiple layers of the onion represent a number of philosophies, methods, case study-based

analysation, and limitations. The inception of the research approaches and initial recognition

of the suitable research philosophy is represented in the first layer. In the second layer,

various methods can be reflected, based on which the methodological implementation can be

performed. Apart from this, the time zone can be observed through the third and fourth layer

also. Through the fifth layer, the researchers focus on the analysis of the collected data. As

opined by Fauzan, A., Musnadi et al. (2021), the research onion is based on three distinct

philosophies, which are axiology, ontology, and epistemology. Epistemology deals with the

realistic nature or characteristics of the research subject, ontology reflects the scientific way

of research, and axiology is supportive in the analysis of the entire research findings,

including both realistic and experimental data

3.5 Selection and justification

As opined by Singh, V. & Terjesen (2019), the relationship among the given variables

can be explored through this research philosophy based on statistical and graphical accuracy.

In this case, since the research study is associated with the Integration of Educational

Technology into the in-Kindergarten Classrooms in Qingdao therefore, it is required to

collect information from a larger population for analyzing the influencing factors and their
41
impacts on the Integration of Educational Technology into the in-Kindergarten Classrooms in

Qingdao The concept of positivism research philosophy can also help in formulating the

research outcomes according to the research aim and objectives, as existing theories suggest

that positivism philosophy has greatly relied on the quantifiable observation or information.

Apart from this, application of positivism philosophy allows the researchers to analyse all the

obtained information along with scientific and logical manner (Singh, V. & Terjesen, S.

2019). As mentioned earlier, positivism research philosophy is helpful in obtaining a huge

amount of data from the selected samples within a limited time frame. Thus, in this case, in

order to acquire authentic results from this particular study, the researcher has applied the

positivism research philosophy. Besides this, positivism philosophy is also supportive in case

of fulfilling the specified aim and objectives of the research.

3.6 Selection and justification

This research study has a particular aim, specific set of questions and objectives.

Therefore, the descriptive design is most appropriate for completing this research.

Researchers can get support from this design as it is adequate in conducting analytical

development during the interpretation of findings. It is extensively beneficial in the case of

proving the authenticity of the study. In the case of primary researches, researchers often face

issues due to limited time. In those cases, descriptive research design helps in collecting

comprehensive information from a large group or population within a concise time range.

Verification and analysis of the received data can also be performed through the help of

42
descriptive research design. According to the statements of Parker, C., Scott, S., & Geddes,

A. (2019), descriptive design can also help in investigating different possible phenomena,

through which the researchers can perform the integration of qualitative and quantitative

information.

3.7 Research approach

In most of the researches, two common approaches are applied, i.e. inductive and deductive.

It can be assumed that the inductive approach can support in generation of new theories

related to the topic whilst deductive approach is advantageous in testing the existing

concepts, models, and theories. According to the viewpoint of Ramaswamy, S. V. (2020,

February 20), the inductive approach is supportive in case of generating new theories,

models, or hypothesis. Generation of novice theory can be performed through inductive

approach, which is then analysed and evaluated for proving its relatedness with the chosen

variables. On the other hand, as mentioned by Ramaswamy, S. V. (2020, February 20)

through deductive approach, a top-to-bottom viewpoint can be analysed by the researchers,

which allows them in formulating proper aim and objectives suitable with the research study.

Besides this, the deductive approach is also helpful in the case reviewing the existing

literature and generalize the aim accordingly. This statement can be proved in this case by

performing the entire study and analysing the collected information about influencing Factors

Affecting the Integration of Educational Technology into the in-Kindergarten Classrooms in

Qingdao

3.8 Selection and justification

43
 Therefore, the deductive approach was chosen by the researchers for this study. There

is evidence that the deductive approach can examine the validity and validity of existing

concepts and theories that target the Integration of Educational Technology into the in-

Kindergarten Classrooms in Qingdao It can also be better applied in any particular

environment or situation of any kind. Furthermore, based on Neubauer's point of view, B.

According to E., Witkop, C.T., & Varpio, L. (2019), the deductive approach is also beneficial

in explaining the causal relationships between given variables. Quantitative studies are more

relevant to the effectiveness of the deductive approach. However, exceptions can also occur.

Existing concepts are a major starting point for a deductive approach that ends with the

generation of research goals. In addition, researchers can use this approach to prove the

credibility and credibility of a research topic. This study is based on a deductive research

approach and helps you carry out your first study by analyzing the information gathered and

developing strategies to ultimately achieve your project goals. This type of research approach

is suitable for a sample of 50 people because of the presence of both quantitative and

qualitative researchers. He is available to four people for direct interviews with researchers

Since the two research approaches have different purposes, the deductive approach is more

appropriate than the inductive approach for this study.

3.9 Data Collection Procedures

The procedure of collecting, measuring, and organizing data is called data collection.

This information collected should be relevant to the research topics and variables specified in

the traditional way. However, based on the source, there are two types of data collection

44
methods:. Primary and secondary data collection methods. The process of data collection is

the most important part of a study, as the reliability, acceptability, and validity of the study

depends entirely on the accuracy of the information collected. Separately, Ferretti (2021)

states that data collection methods improve research results and results, leading to more

effective and acceptable results, because they can collect more accurate and reliable data to

complete a research project, researchers need to find different types of data or information

through practical or theoretical indication.

3.10 Primary data collection method

Primary data collection methods allow researchers to gather reliable, unbiased and

actionable information on their chosen topic. Data collection techniques also offer the

opportunity to collect new and imaginative data not available in previous studies. Through

this information-gathering process, researchers can instantly associate exploration points with

targets. This collected data should be related to exploration points and specified factors in a

conventional manner. Nevertheless, considering the sources of data, information gathering

techniques can be divided into two types, for example, essential information gathering

strategies and supplementary information gathering strategies as already mentioned, data

collected through field-based work can be defined as the primary method of data collection.

3.11 Secondary data collection method

According to Gigliotti, R. A. (2019), this theoretical evidence examines the central or

grounding points associated with a particular topic and helps focus evaluations according to
45
existing theories and models. To maintain the credibility of secondary information, data must

be gathered from published literature, various government reports, online databases, and

organizational surveys. Although secondary research helps compile authentic information and

takes less time than primary research studies, secondary research is a factor influencing the

Integration of Educational Technology into the in-Kindergarten Classrooms in Qingdao.

Therefore, this particular research study is fruitless. It cannot be analyzed on the basis of

theory Secondary data can be collected from evidence available in books, magazines,

newspaper articles or media

3.12 Data collection technique

These two categories depend on the format of the information received. From the perspective

of Relwani, M. (2020, June 26), qualitative data helps to justify research issues related to a

particular topic in a descriptive way. Quantitative data, on the other hand, generally

represents statistics along with the format of tables, graphs, and charts as a method of data

collection, data collection methods can also be divided into two categories: quantitative

methods and qualitative methods.

3.13 Quantitative Data Collection Techniques

This data collection method captures relevant information about the factors that influence an

organization's performance and its impact on the growth and development of an

organization's performance in relation to the gender impact the Integration of Educational

46
Technology into the in-Kindergarten Classrooms in Qingdao useful for. Closed-end questions

were tracked along with a Likert scale in which participants report their answers according to

their options Quantitative data is often represented by numerical characteristics that can also

be used for statistical analysis. However, quantitative data cannot answer when, why, and

how. This can be seen as one of the limitations of this technique. Based on the statement of

Brezicha, K., & Fuller, E. (2019), this data collection technique allows researchers to carry

out research in a broader sense, so quantitative research is generally a large population-based

study. It is beneficial to. In this particular study, quantitative data collection techniques

include a survey-based survey of his 300 players using pre-configured closed-end surveys.

3.14 Qualitative Data Collection Techniques

Qualitative data can be collected through structured or semi-structured interviews conducted

through face-to-face or telephone communication with industry or organizational hierarchy.

As mentioned in the previous section, qualitative data can be defined as information that

maintains quality, authenticity, reliability and validity. Unlike quantitative information,

qualitative data cannot be expressed in numerical form and is generally obtained in

descriptive form. Therefore, based on the recognition of Brezicha, K., & Fuller, E. (2019), we

can say that directional information can be obtained through qualitative data collection

techniques. The main advantage of this technique is that it allows for more detailed studies

based on a set of research goals and research questions. Apart from that, it also helps explain

issues such as why, when and how.

3.15 Data Analysis Techniques

47
As stated by Bush (2021), data analysis and data collection methods and techniques are

essential to research, as they generate desired results from the information collected. Data can

also be analyzed by theoretical and statistical methods. Transcriptional analysis, statistical

analysis, graph analysis, thematic analysis, etc. Of the techniques mentioned, the first three

relate to primary data and the last three relate to secondary data. Statistical analysis

techniques are used to assist in the analysis of collected survey data Observational analytics

powers are used to analyze the collected argumentation data. The software used for

quantitative data analysis is SPSS, which also helps in understanding relationships between

variables. Other tools used are regression and correlation techniques The process of analyzing

and evaluating collected data to obtain key results can be defined as a data analysis technique

3.16 Ethical Considerations

The superseding ethical consideration is to protect the privacy of information collected from

interviews and surveys. The researcher provided each participant with informed her consent

explaining the purpose of the study and ensuring that no personal questions were asked

during the interview and survey. Apart from that, to maintain the privacy and confidentiality

of the information obtained, researchers store all data in an encrypted data storage system to

avoid problems such as cyber hacking and unauthorized access. is needed. Researchers also

observed the provisions of data protection laws. Separately, researchers assessed unbiased,

authoritative and accurate information from across study data to improve study quality and

acceptability Primary research studies have many ethical concerns that researchers must

consider during the process of data collection and data analysis.

48
3.17 Summary

This chapter define research methodology chapter, researchers describe the entire process

related to their research, including philosophy, design, approach, data collection methods, and

analytical techniques. Based on objectives, goals, questions, and variables selected,

researchers chose positivist philosophy, descriptive design, and deductive approaches for this

study. Moreover, the main qualitative and quantitative data collection techniques were

applied by researchers to achieve the objectives.

49
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