Pre-service Teachers’ Perceptions of Instructional Design for Early Childhood Mathematics: Navigating an Authoring Tool
This study examines pre-service early childhood teachers’ (PSTs) perceptions of a training programme designed to integrate technology into mathematics planning through the authoring tool JClic. Data from 24 participants were collected through open-ended questions and analysed thematically to identif...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión aceptada para publicación |
| Fecha de publicación: | 2026 |
| País: | España |
| Institución: | Universidad de Sevilla (US) |
| Repositorio: | idUS. Depósito de Investigación de la Universidad de Sevilla |
| OAI Identifier: | oai:dnet:idus________::2b1be01bed38eb159dc2308d7387c934 |
| Acceso en línea: | https://hdl.handle.net/11441/186226 https://doi.org/10.30722/33.06.002 |
| Access Level: | acceso abierto |
| Palabra clave: | Technology perceptions pre-service Early Childhood teachers lesson planning mathematics |
| Sumario: | This study examines pre-service early childhood teachers’ (PSTs) perceptions of a training programme designed to integrate technology into mathematics planning through the authoring tool JClic. Data from 24 participants were collected through open-ended questions and analysed thematically to identify perceived advantages and barriers during the instructional design process. Participants reported increased confidence and identified skills they believed would support future practice; specifically, they highlighted the benefits of using varied representations, the tool’s flexibility in task design, and its potential for student learning control. However, the significant effort required to master the tool’s complexity tempered some adoption intentions. Nevertheless, even with this perceived difficulty, the pedagogical quality of the final designs was generally satisfactory, suggesting that PSTs were able to manage technical friction to develop appropriate mathematical tasks. These findings indicate that while the training successfully enabled participants to overcome the initial learning curve and produce quality work, the high technical demand remains a deterrent for spontaneous future use. To enhance future practice, teacher education programmes must better address the challenges of technology integration by prioritising intuitive tools that ensure technical mastery does not overshadow pedagogical objectives. |
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