The purpose of this paper is to explore what factors influence educators towards integrating Information and Communications Technology Tools ICT into the early years’ literacy curriculum. In this paper, the researcher will review past decades of journal articles regarding information communication and technology (ICT) and literacy education in early years’ education. The research concludes that several factors which were identified by previous authors does influence ICT integration into classroom practice. I will exam whether these factors indeed that influence ICT integration into early years literacy teaching based on three surveys. The targets of survey are three early years educators. They are from three different institutions. One educator is from long day care center. One is from kindergarten. The other one is from primary. The findings suggest that some factors, such as time, training program, support, teacher’s confidence, attitudes and pedagogy indeed influence that educators integrate ICT into early years literacy teaching. In addition, some factors tend to be more significant than other factors. Among these factors, teacher’s attitudes and pedagogy play determinable function that decides whether ICT could successfully be adopted into literacy teaching. Moreover, these factors have certain relationships. In the discussion and analysis part, primary research findings on these factors would be discussed. Data has been collected from three surveys.
The rationale and significance this research holds are that, in understanding how ICT incorporation into the institution is affected, the teachers and the institution would be able to rectify those issues. For instance, I had been through two placements in two long day care centers. The first placement I had been arranged in was a kindergarten school room. The second placement I worked for was with babies and toddlers. It was noticed that although equipped with technology, it was seldom used by educators, let alone being used by the students for whom it was present there. The teachers who served as mentors made use of cameras and computers to record children’s learning and development in order to write their observations and reflections. In the first placement, only one iPad was available for ten children. Every child has ten minutes’ allotted exclusivey to them for playing on the iPad. For babies and toddlers, they only have few chances to get access to technology, such as the CD player and some electronic toys. While these were what was inferred by direct observations, the curriculum recommendations made in Australia are however far more specific on how ICT should be used The Australian curriculum on early years learning emphasizes the importance of ICT access for supporting children’s learning and development, such as problem solving, cooperation and representation of their ideas. As with any policy integration, the ICT integration into curriculum has posted a great of challenges for educators. Hence, this research wants to figure out why these challenges are caused and how to deal with them in future. Assessing this issues will help in the improvement of schools, educators and pre-service teachers’ work on assisting children’s learning and teaching.