Filzah Zahilah Mohamed Zaki

Bio: Filzah Zahilah Mohamed Zaki is an academic researcher from Universiti Putra Malaysia. The author has contributed to research in topics: Inclusion (education) & Early childhood education. The author has an hindex of 3, co-authored 3 publications receiving 40 citations. Previous affiliations of Filzah Zahilah Mohamed Zaki include Queensland University of Technology.

A Review of Common Features inComputational Thinking Frameworks in K-12 Education

Abstract: Computational Thinking (CT) is not just another application of computer science principles in humans' life. Computational Thinking has emerged as a systematic way of thinking, and problem-solving process. The awareness of inculcating CT into education, at different curricular level has started in various directions, and contexts. The article aimed to introduce the basic concepts of CT and highlight common key features within K-12 education frameworks, deployed by different bodies. Computational thinking is closely relatedto critical thinking, STEM (science, technology, engineering, and math) learning, as well as project-based learning. From the review, various computational thinking definitions and key features within education frameworks were identified, and this contributed in how computational thinking is being integrated in different context, respectively.

Sentiment analysis of preschool teachers’ perceptions on ICT use for young children

Abstract: Sentiment analysis in gaining more attention as it is increasingly used in multiple domains, including in interpreting educational data. The article uses sentiment analysis technique to understand the early childhood educators reported beliefs (perception) on young children’s ICT use. The dataset was obtained from a comparative study of early childhood educators from two countries, Australia and Malaysia. The result shows a similar outcome where most teachers agreed upon the benefits of ICT use and conclude more positive sentiment polarity.This paper summarizes the findings using sentiment analysis as well as comparing it to the quantitative data obtained from the survey.

Computational Thinking 計算論的思考

Abstract: It represents a universally applicable attitude and skill set everyone, not just computer scientists, would be eager to learn and use.

The influence of TPACK contextual factors on early childhood educators' tablet computer use

Abstract: Tablet computers are increasingly becoming commonplace in classrooms around the world. More than half of early childhood educators in the U.S. now have access to tablets, making it imperative to understand how they are using the device and what influences such use. The current study draws on survey data from 411 preschool educators serving 3- to 5-year-olds in school-based, center-based, and Head Start preschool programs to investigate how TPACK contextual factors (e.g., student background, teacher attitudes, and school support) influence teachers' traditional and student-centered tablet computer practices. Results suggest that teacher-level factors-especially positive attitudes toward technology-are most influential. Overall, this study emphasizes the need for preschool teachers and teacher educators to understand and address the critical contextual factors of tablet computer use in preschool education. Implications for education policy include expanding traditional funding models beyond technology access to provide on-going educator support, and developing new initiatives that encourage novel professional development models based on the same learned-centered practices that teachers are encouraged to use themselves. Explores contextual TPACK factors and early childhood educator tablet computer use.Teachers of low-income students use tablets more for student-centered learning.Attitudes and confidence consistently predict teachers' tablet computer integration.School support predicts teachers' use of tablets in student-centered practices.Teachers use diverse apps, but primarily literacy, STEM, and general education apps.

Digital disconnect or digital difference? A socio-ecological perspective on young children’s technology use in the home and the early childhood centre

Abstract: A digital disconnect perspective is founded on an assumption that technology use in the home is frequent, creative and generative, and that technology use in the early childhood centre should be the same as that found in the home. However, such arguments divert our attention from understanding the nature of the setting and thereby from an understanding of the role of technologies in education and at home. This study adopts a socio-ecological approach to explore the influence of setting, in particular the elements of activity, time, place and role on young children’s use of digital technologies. It concludes that technology use is characterised by different imperatives in each setting so that thinking about digital differences may be more productive than continuing to focus on the concept of disconnect.

Young Children and Digital Technology: Australian Early Childhood Education and Care Sector Adults’ Perspectives:

Abstract: THIS PAPER REPORTS ON the findings of a sector-wide survey conducted as part of a multi-component process in Early Childhood Australia’s development of a national Statement on young children and digital technology for those working within early childhood education and care (ECEC) settings. The survey sought broad comment and feedback from the Australian ECEC sector regarding adult perspectives on young children and digital technology. The cross-sectional online survey included 12 Likert scale items and three open-ended questions. Five hundred and fifteen participants representing various roles, ages and locations completed the survey. Findings suggest the sector holds diverse and complex perspectives, including appreciation for the learning and teaching opportunities afforded via technology, and concerns for children’s health and digital citizenship. Findings also highlight the need for evidence-based practices and sector-wide support in the pedagogical use of technology that enhances children’s physical, emotional and social health and development.

“People think it’s a harmless joke”: young people’s understanding of the impact of technology, digital vulnerability and cyberbullying in the United Kingdom*

Abstract: Young people’s technology use has increased exponentially over the last few years. To gain a deeper understanding of young peoples’ experiences of digital technology and cyberbullying, four focus g...