Universidad Cardenal Herrera CEU (SPAIN)
About this paper:
Appears in: ICERI2015 Proceedings
Publication year: 2015
Pages: 1182-1185
ISBN: 978-84-608-2657-6
ISSN: 2340-1095
Conference name: 8th International Conference of Education, Research and Innovation
Dates: 18-20 November, 2015
Location: Seville, Spain
This research project “ICT as an interdisciplinary tool (TICHIN). Pilot study” aims to test the effectiveness of basic general knowledge acquisition through multimedia resources as a learning tool, as opposed to a more traditional methodology, in Infant Education. The study actively involved 2, 3 and 4 Year Infant Education students who presented different abilities and background training. It is a prospective study (planned) which has made use of an experimental methodology with pretest and posttest, as well as different techniques and tools for data collection. In addition to the quantitative results obtained, the researchers also gathered some qualitative data regarding the students’ own perception of the study, feelings, limitations and concerns, which allowed for a more accurate interpretation of the quantitative data.

This research was conducted in various schools in Castellón with students of 1, 2 and 3 Year of Infant Education, being three of these schools private and one state school. All classes partaking in this study were divided into two randomized groups, one group being taught through the more traditional method (control group), and the other through multimedia resources (experimental group). A 45-minute session was sufficient to complete the pretest, the class and posttest.

The analysis and interpretation of the results reveal that, in general terms, both groups have improved their knowledge between the initial and final test. Notwithstanding this, no major differences between both methodologies could be drawn. This might be due to the fact that different situational variables might have had an influence on the results, such as the task and temporary variables (many those related to fatigue) or organizational variables.

As a conclusion, it can be highlighted that the students must be taught, on the one hand, to be critical and responsible for the information and the use of ICT and, on the other hand, they should also be made aware of the importance of socialization to foster cooperation and their learning process, avoiding, thus, isolation. Not only must schools encourage ways of teaching that favour cognitive development, but also their personal and social development.
Childhood Education, ICT, learning, limitations, school, traditional.