This study provides insight into the use of educational technologies in early childhood education following the implementation of Strategic Plan for Digitalization in Czech Republic 2030. The study offers a comparative analysis of 16 educational applications for preschool children used in Czech preschools. The aim was to identify and evaluate the key features with an emphasis on language development using Rosell-Aguilars' (2017) primary categories framework (C1: Technology, C2: User Experience, C3: Pedagogy, C4: Language learning), finding the best possible solutions for language development of preschool children using digital technologies. Research sample was identified by 80 preschool teachers from Czech Republic using an on-line questionnaire. For the purpose of the data analysis coding scheme was developed based on criteria from categories C1 - C4. Data were collected using direct examination of game elements, tasks and activities assigning value points 0 - 3 for each criteria by researchers. Educational applications varied highly in individual characteristics, such as overall design, visuals and quality of content in connection to language learning. The results show that applications with high scores in Technology (C1) and User experience (C2) tend to receive lower ratings in educational context (C3, C4), focusing more on the child's experience while lowering the educational context and vice versa. We discuss the implications of these current application design tendencies with the aim of encouraging preschool teachers to find high quality educational content while complying with the need for suitable design for young children.

Authors:
Petra Boumová, University of Hradec Králové, Czech Republic
Jana Maria Havigerová, University of Hradec Králové, Czech Republic
Jana Stránská, University of Hradec Králové, Czech Republic
Lenka Novotná, University of Hradec Králové, Czech Republic

About the Presenter(s)
Mgr. Boumova Is currently an Associate professor in Faculty od Education, University of Hradec Králové.

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