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Early childhood preservice teachers’ attitudes towards online engagement, civic responsibility, and service learning

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Abstract

This study focused on early childhood preservice teachers’ perceptions of online technology, service learning, and their understanding of their role as community leaders through service learning. A survey was conducted among preservice early childhood teachers in Taiwan. The questionnaire was comprised of three factors: online engagement, civic responsibility, and service learning. These variables were tested for their relationships and interactions with mediating and moderating effects. The findings showed that early childhood preservice teachers had positive perceptions of using online technology in their service learning course, and that they employed this tool to perform their civic responsibilities as teachers and citizens. Most importantly, they responded that service learning experiences were helpful in expanding their civic awareness and sense of social responsibility to help disadvantaged groups achieve better social living situations.

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Authors and Affiliations

  1. Department of Child and Family Studies, Fu Jen Catholic University, No.510, Zhongzheng Rd., Xinzhuang Dist, New Taipei City, Taiwan

    Chien-Huei Hsu

  2. Department of Child Care and Education, Ling Tung University, 1, Ling tung Rd., Taichung, Taiwan

    Pi-Chun Hsu & Ru-Si Chen

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  1. Chien-Huei Hsu
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Correspondence to Ru-Si Chen.

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Hsu, CH., Hsu, PC. & Chen, RS. Early childhood preservice teachers’ attitudes towards online engagement, civic responsibility, and service learning. Educ Inf Technol 28, 3173–3190 (2023). https://doi.org/10.1007/s10639-022-11333-9

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