A Qualitative Inquiry into ICT Use for Early Numeracy Development Among Children in TASKA in Kempas Indah, Johor Bahru (Satu Kajian Kualitatif tentang Penggunaan ICT dalam Perkembangan Numerasi Awal dalam Kalangan Kanak-Kanak di TASKA di Kempas Indah, Johor Bahru)

Abstract

ICT has the ability to assist young children in their early numeracy learning by means of interactive and engaging
learning activities. Yet, there has been only limited research carried out on how ICT is used to support early numeracy
development among children aged 0 to 4 years in TASKA settings. The purpose of this study was to investigate the views
of early childhood teachers regarding the use of ICT in promoting early numeracy development among children in
TASKA and to determine the difficulties they encountered when incorporating ICT into their early numeracy teaching.
A qualitative case study approach was used in a TASKA situated in Kempas Indah, Johor Bahru, Johor, Malaysia. The
group being studied consisted of TASKA teachers who work with children from 0 to 4 years of age, and four teachers
were selected on the basis of specific inclusion criteria. Data were gathered through face-to-face, semi-structured
individual interviews using an interview guide that included 15 open-ended questions. Each interview lasted about 15
to 20 minutes and was recorded audio-wise with the participants’ permission. The interview data were transcribed
exactly as they were and analysed by hand using thematic analysis. This analysis resulted in two main themes and six
sub-themes. The first theme was Teachers’ Perspectives on ICT Use for Early Numeracy Development and had three
sub-themes, namely: ICT as a complementary approach to early numeracy learning; ICT to enhance children’s
engagement and learning. Teachers’ choice and use of ICT tools and experiences. The second theme, “Challenges in
Integrating ICT for Early Numeracy Development,” was divided into three sub-themes: problems in classroom
management and children’s access to ICT; concerns regarding the use of ICT and lack of infrastructure, resources, and
institutional support. The results indicate that if ICT is purposefully and developmentally used with teacher support, it
is believed to be useful in supporting early numeracy learning and in engaging children. The results also show that the
proper use of technological resources, teacher competence, appropriate classroom management, and institutional
support are important in order to integrate ICT effectively. ICT can be a supportive strategy to support early numeracy
development in TASKA if it is neatly woven into play and hands-on activities and teacher-child interaction.