TECHNOLOGY INTEGRATION IN EARLY CHILDHOOD EDUCATION: A REVIEW OF PRACTICES IN NIGERIA AND THE UK
Ololade Elizabeth Adewusi, Nancy Mohd Al Hamad, Ife Jesuseun Adeleke, Udochukwu Chidiebere Nwankwo, Godson Chinenye Nwokocha
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This review paper examines the integration of technology into early childhood education practices in two distinct contexts: Nigeria and the United Kingdom (UK). The global evolution of technology-enhanced learning for young children is reflected in these case studies, offering valuable insights into the challenges, opportunities, and implications of technology integration in early childhood education. In Nigeria, access, infrastructure, and teacher preparedness disparities pose significant challenges. While government initiatives and policies lay the groundwork, the digital divide remains a barrier to equitable integration. Ensuring quality content, fostering research efforts, and involving parents are key priorities. In contrast, the UK boasts a robust technological infrastructure and clear government policies that support technology integration. Research-driven practices, stringent quality assurance, and effective parental involvement contribute to a holistic approach. This comparative analysis underscores the significance of contextual factors in shaping technology integration practices. It emphasizes the need for equitable access, comprehensive teacher training, rigorous research, and robust quality control. Both Nigeria and the UK share a common goal: to enhance early childhood education through technology, offering valuable lessons for global educators, policymakers, and researchers. As technology continues to evolve, the insights gleaned from these diverse contexts will guide future efforts to harness its potential to benefit young learners worldwide.