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It argues that technology alone cannot drive the needed change, and that teachers are central to successful adoption. The study investigates Thessaloniki kindergarten teachers’ opinions and explores whether attitudes relate to computer knowledge, usage frequency, cultural factors, or prevailing educational philosophies.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-opinions-of-the-kindergarten-teachers-in-relation-to-the-introduction-of-computers-to-nursery-schools-volume-2-abstract/588446/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-opinions-of-the-kindergarten-teachers-in-relation-to-the-introduction-of-computers-to-nursery-schools-volume-2-abstract/588446.png","ImageObject",300,407,{"name":92,"@type":93},"Putri","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s main focus?","Question",{"text":112,"@type":113},"The study investigates kindergarten teachers’ opinions regarding introducing computers into nursery schools, particularly in the context of Greece’s new curriculum and preschool education goals.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why are computers introduced in Greek kindergartens according to the paper?",{"text":117,"@type":113},"Computers are introduced to support children’s overall development, extend learning, increase interest and motivation, encourage active learning, strengthen visualization and feedback, enable monitoring, and connect school activities with extracurricular ones.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the paper suggest about technology’s impact?",{"text":121,"@type":113},"Technology cannot, by itself, bring the desired change in preschool education; successful use depends heavily on kindergarten teachers’ roles and attitudes.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588446,1792065270,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":41,"preview_page_count":4},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Volume 2 Number 1, 2009  \nTHE OPINIONS OF THE KINDERGARTEN TEACHERS IN RELATION TO THE INTRODUCTION OF COMPUTERS TO  \nNURSERY SCHOOLS: PRELIMINARY APPROACH  \nIrene Sivropoulou, Aggeliki Tsapakidou, Argyris Kiridis  \nAbstract. Computers were introduced in Greek kindergartens of our country with the new curricula for kindergarten (Inter-disciplinary Integrated Framework of Study Programs OFFICIAL JOURNAL OF THE HELLENIC REPUBLIC (376 ΄t.B/18-10-2001, article 6) in order to contribute to the spherical growth of children and to extend their learning. In other words it is intended that the computer will increase the interests and the motives for learning, to encourage active learning, to strengthen the dynamics of visualisation, the importance of feedback, the possibility of monitoring and the possibility of connecting the school activities with extra curricula activities in order to strengthen the social and cultural dimension of kindergarten. Nevertheless technology cannot in itself, bring the sought after change in preschool education. Kindergarten teachers are the key for the successful use of computers in kindergarten. However, while kindergarten teachers in certain countries approve of the introduction and use of computers and believe that education with computers is developmentally suitable for small children, in other countries the attitude of kindergarten teachers towards computers is rather negative. This negative attitude of kindergarten teachers relates to their knowledge of computers and how often they use them or is it related to cultural factors and the prevailing educational philosophies? These questions led us to attempt to investigate the opinions of kindergarten teachers in Thessaloniki in regard to the introduction of new technologies in kindergarten. The research is made up of three interactive parts. It begins with the theoretical discussion about the introduction of computers in kindergarten, an investigation of the opinions of 122 kindergarten teachers using a questionnaire made up of 33 questions follows and it ends with the interpretative analysis.  \nZusammenfassung. Computer sind in die griechischen Kindergärten nach dem neuen Curriculum eingeführt worden, (Interdisziplinares einheitliches Studienrahmenprogramm OFFIZIELLES REGIERUNGSBLATT VON GRIECHENLAND (376´t.B/18-10-2001, Artikel 6) um zu den allseitigen Entwicklung der Kinder beizutragen und um ihre Bildung zu erweitern. Mit anderen Worten, sollen die Computer ihre Interessen und ihre Motivation erhöhen, zur aktiven Bildungermutigen, die visuelle Dynamik so wie die Wichtigkeitt des Feedbacks und die Ermöglichung der Kontrolle verstärken , aber auch die Möglichkeit, die Aktivitäten in der Schule mit der Außerschulischen zu verbinden, so dass das sozialle und kulturelle Spektrum des Kindergartensgefördert wird. Aber die Technologie allein kann die angestrebte Veränderung in der vorschulischen Bildung nicht mit sich bringen. Die Kindergärtner sind der Schlüssel zu der erfolgreichen Benutzung der Rechner im Kindergarten. Nichts desto trotz, gibt es in manchen Ländern Kindergärtner, die die Einführung und Benutzung der Computer begrüßen und davon überzeugt sind, dass Unterricht mit Computern entwicklungsgeeignet für kleine Kinder ist, inanderen Ländern aber, ist die Stellung der Kindergärtner, den Computern gegenüber, eher negativ. Steht diese negative Stellung der Kindergärtner mit ihren Computerkenntnissen und der Häufigkeit ihrer Benutzung in Zusammenhang oder mit den kulturellen Faktoren und der vorherrschenden Bildungsphilosophie? Diese Fragen haben uns dazu gebracht, die Meinungen der Kindergärtner in Thessaloniki in Bezug auf die Einführung der neuen Technologien in den Kindergarten erforschen zu versuchen. Die Forschung besteht aus drei wechselwirkenden Teilen. Sie beginnt zunächst mit der theorethischen Diskussion bezüglich der Einführung der Computer in den Kindergarten, dann folgt die Erforschung der Meinung von 122 Kindergärtnern in Form eines","cbCaifRQzyqJM7Q3","https://ap.wps.com/l/cbCaifRQzyqJM7Q3","pdf",248169,12,"English","# 1. Introduction\n## Background and curriculum rationale\n## Global reactions and prior research","[{\"question\":\"What is the study’s main focus?\",\"answer\":\"The study investigates kindergarten teachers’ opinions regarding introducing computers into nursery schools, particularly in the context of Greece’s new curriculum and preschool education goals.\"},{\"question\":\"Why are computers introduced in Greek kindergartens according to the paper?\",\"answer\":\"Computers are introduced to support children’s overall development, extend learning, increase interest and motivation, encourage active learning, strengthen visualization and feedback, enable monitoring, and connect school activities with extracurricular ones.\"},{\"question\":\"What does the paper suggest about technology’s impact?\",\"answer\":\"Technology cannot, by itself, bring the desired change in preschool education; successful use depends heavily on kindergarten teachers’ roles and attitudes.\"}]","THE OPINIONS OF THE KINDERGARTEN TEACHERS IN RELATION TO THE INTRODUCTION OF COMPUTERS TO NURSERY SCHOOLS - Volume 2 - Abstract | PDF"]