Learning about or with and through ICTs: A Dilemma of Preschool Education in Zimbabwe

Abstract

Several studies concur that information and communication technologies (ICTs) in early childhood development (ECD) provide multiple opportunities for children (Hatzigianni & Margetts, 2012; Kerckaert, Vanderlinde, & van Braak, 2015). This study aimed to establish the use of ICTs in Zimbabwean preschools. A descriptive survey was employed. Based on the responses of 230 preschool teachers, two types of ICTs use were prominent in ECD. These were: learning about ICTs and learning with and through ICTs. Children were more engaged in learning about ICTs at government, council and mission schools, whereas at trust schools children were exposed to both and were afforded considerable opportunities to access the curriculum with/through ICT oriented instruction. Government, council and mission schools lacked ICT tools. Some ICTs were broken down and others absolute which limited access by both ECD teachers and learners.