The Comparative Research On Applying Technology For Preschool Education In China And Sri Lanka

Computer based technology has reformed the current education system all around the world and has been successfully implemented for its advantages and capabilities. This research is about the technology equipment used as an additional teaching tool in preschool (children within the age of 4 to 6 years old) education in China and Sri Lanka. Moreover, the presentation of the lesson material in various ways (text, audio and graphics) renders teaching by computer or other multimedia technology an interesting and effective learning tool. The integration of new technology into preschool education has become a high priority for everybody involved in the learning process.Educators have been optimistic that technology would enhance teaching and learning by effective use of educational technology in education atmosphere. But, less people has focused on the attitudes of China and Sri Lanka teachers towards using educational technology in the preschool education.A total of 200 preschool teachers participated in this investigation. Data collection included questionnaire administration. A 23 items, 5-point Likert-type scale was distributed to preschool teachers (n=100) in China during the 2008 academic year and preschool teachers (n=100) working in Sri Lanka.Results indicated that significant differences existed between China and Sri Lanka preschool teachers from their "views on the use of educational technology as a learning tool", "Value of educational technology equipment use in everyday education activities" and "difficulties of using new technology in preschool classes".This study examined that both China and Sri Lanka preschool teachers believe that using technology in preschool settings is necessary and important for both themselves and for the children. A great majority of the teachers believe that their students are motivated and learn better via technology in preschool settings.This research also examined the use of computer-based technologies of in-service preschool teachers as well as their educational needs and their expectations in the application of new technologies. It found out that teachers in the Chinese preschool performed better in the technology use than those on Sri Lanka. There was a gap between computer literacy and attitude toward information technology in Sri Lankan preschool teachers, compared to Chinese preschool teachers, perceived themselves to be less knowledgeable in computer technologies and less confident and more uncomfortable when using computer technologies. In addition, Sri Lankan reported that they used technologies for fewer activities compared to Chinese. The research indicated that most of the teachers did not have any access to computer-based technologies during their studies and working; As a consequence, it was implied from the study data that both countries preschool teachers faced in using and providing educational technology equipment. So they are unable to use them in their classroom. Since teachers are learners they expect to attend more courses on new technologies and relevant themes in the future.This paper ends with both theoretical and practical implications and limitations of the investigation results. The particular investigation gave the opportunity to more closely search the ways in which children view new technologies, and the ways that teachers used it to develop their approach in introducing such new concepts. Since there is not much empirical research in developing countries about the effectiveness of using new technology in the preschool, perhaps this paper can contribute some ideas and new insights into the field.