Integration of technology in play-based learning: A Review of Early Childhood Education Context
Abstract
Effective integration of educational technologies into early childhood education remains a significant challenge. This paper examines how technology is integrated into play-based learning settings in the Early Childhood Development Education context. The paper presents a comprehensive review of the foundation of quality early childhood education, play-based learning and the need for integrating technology in play-based learning. The study uses qualitative desktop research as its methodology analyzing research studies that have been conducted in relation to the study topic. The paper is anchored on the social constructivism theory of Lee Vygotsky. The paper has established that there has been low integration of technology in play-based learning in the ECDE sector in developed and developing countries. Despite teachers understanding the benefits associated with digital play-based learning, they have still undertaken play-based learning using traditional pedagogies and outdoor activities. The lack of a clear framework to guide the integration of technology in play-based learning appears to be the challenge that teachers encounter. Furthermore, the situation in most developed countries in Sub-Saharan Africa shows that there is little investment in technological tools hence embedding them in play-based learning remains a dream
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