Integration of ICT in early childhood education in Angola: a critical analysis
DOI:
https://doi.org/10.69849/g3v05e09Keywords:
Information and Communication Technologies, early childhood education, Angola, pedagogical innovation, child development, digital divide, educational policiesAbstract
The integration of Information and Communication Technologies (ICT) in early childhood education is an expanding research domain, particularly relevant in rapidly developing contexts such as Angola. This article presents a critical and empirically grounded analysis of the state of ICT integration in Angolan pre-school education, combining a systematic literature review with an exploratory field study conducted in three educational institutions (n = 15 educators). Results reveal that, despite widespread recognition of ICT's pedagogical potential, effective integration is severely constrained by infrastructural deficits, lack of specialized training, and the absence of specific curricular guidelines. A pronounced digital divide between urban and rural settings is also evident, reproducing and deepening existing educational inequalities. The study contributes to the literature by articulating international evidence with Angolan contextual data, proposing a set of strategic recommendations for equitable, pedagogically grounded, and culturally contextualized ICT integration in early childhood.
References
American Academy of Pediatrics (AAP). (2016). Media and young minds. Pediatrics, 138(5), e20162591. https://doi.org/10.1542/peds.2016-2591
Bardin, L. (2011). Análise de conteúdo. Edições 70.
Base Nacional Comum Curricular (BNCC). (2017). Ministério da Educação do Brasil.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Bronfenbrenner, U. (1979). The ecology of human development. Harvard University Press.
Chigona, A. (2013). Using multimedia technology to teach reading in the foundation phase in South Africa. International Journal of Education and Development using ICT, 9(1), 4–14.
Clements, D. H., & Sarama, J. (2003). Strip mining for gold: Research and policy in educational technology. Educational Technology Review, 11(1), 7–69.
Courage, M. L., & Howe, M. L. (2022). Screen time and young children: Theoretical and empirical considerations. Developmental Review, 63, 101008.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage.
Department of Basic Education, South Africa. (2015). National curriculum framework for children from birth to four. DBE.
Early Years Learning Framework (EYLF). (2009). Belonging, being and becoming. Australian
Government.Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284.
Farrell, G., & Isaacs, S. (2007). Survey of ICT and education in Africa: A summary report based on 53 country surveys. InfoDev/World Bank.
Fullan, M. (2007). The new meaning of educational change (4th ed.). Teachers College Press.
Gray, P. (2013). Free to learn. Basic Books.
GSMA. (2023). The mobile economy Sub-Saharan Africa 2023. GSMA Intelligence.
Guernsey, L. (2012). Screen time: How electronic media affects your young child. Basic Books.
Instituto Nacional de Estatística de Angola (INE). (2021). Inquérito sobre o bem-estar da população angolana. INE Angola.Kress, G. (2003). Literacy in the new media age. Routledge.
Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159–174.
Lei n.º 17/16, de 7 de outubro (2016). Lei de Bases do Sistema de Educação e Ensino. República de Angola: Diário da República.
McCarrick, K., & Xiaoming, L. (2007). Buried treasure: The impact of computer use on young children's social, cognitive, language development and motivation. AACE Journal, 15(1), 73–95.
Ministério da Educação de Angola. (2022). Estatísticas da educação pré-escolar em Angola. MINED Angola.Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
Nwosu, O. C., Onyia, M. O., & Nwosu, K. C. (2019). Integration of ICT in Nigerian pre-school education: Challenges and prospects. African Educational Research Journal, 7(2), 45–53.OCDE. (2019). OECD skills outlook 2019: Thriving in a digital world. OECD Publishing.OMS – Organização Mundial de Saúde. (2019).
Guidelines on physical activity, sedentary behaviour and sleep for children under 5 years of age. WHO.Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. Basic Books.Papert, S. (1993). The children's machine. Basic Books.
Parette, H. P., Blum, C., Boeckmann, N. M., & Watts, E. H. (2010). Teaching word recognition to young children who are at risk using technology-supported small group instruction. Early Childhood Education Journal, 38(1), 17–27.
Piaget, J. (1970). Science of education and the psychology of the child. Orion Press.
Plowman, L., Stephen, C., & McPake, J. (2010). Supporting young children's learning with technology at home and in preschool. Research Papers in Education, 25(1), 93–113.
Puentedura, R. R. (2006). Transformation, technology, and education. http://hippasus.com/resources/tte/
Referencial de Competências Digitais. (2020). Direção-Geral da Educação, Portugal.Selwyn, N. (2016). Is technology good for education? Polity Press.
Shayne, R. K., Fogel, A. L., Meltzer, L. J., & Fogel, A. D. (2012). The effect of educational software on preschool children's early reading skills. Journal of Educational Computing Research, 47(2), 133–151.
Trucano, M. (2010). Survey of ICT and education in Africa: Angola country report. infoDev/World Bank.UNESCO. (2020). Futures of education: Learning to become. UNESCO Publishing.
UNESCO Institute for Statistics. (2023). Pre-primary education: Gross enrollment ratio. http://uis.unesco.org
UNICEF Angola. (2021). Relatório anual de situação das crianças em Angola. UNICEF.Vygotsky, L. S. (1978). Mind in society. Harvard University Press.Warschauer, M. (2004). Technology and social inclusion: Rethinking the digital divide. MIT Press.
Waweru, S. (2017). Integration of ICT in early childhood education: A case study from Kenya. Journal of Education and Practice, 8(14), 112–119.World Economic Forum (WEF). (2016). The future of jobs. WEF.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Isnaida Ndengue Javela Seculo (Autor)
This work is licensed under a Creative Commons Attribution 4.0 International License.
"Os Autores que publicam nesta revista concordam com os seguintes termos:
-
Os Autores mantêm os direitos autorais e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a licença Creative Commons Attribution 4.0 International (CC BY 4.0). Esta licença permite que o trabalho seja compartilhado, copiado e adaptado em qualquer suporte ou formato, para qualquer fim, inclusive comercial, desde que seja atribuído o devido crédito de autoria e de publicação inicial nesta revista.
-
Os Autores têm autorização para assumir compromissos contratuais adicionais separadamente, para a distribuição não-exclusiva da versão do trabalho publicada nesta revista (ex.: publicar em repositório institucional ou como capítulo de livro), com reconhecimento de autoria e publicação inicial nesta revista.
-
A revista permite e incentiva os autores a publicar e distribuir seu trabalho online (ex.: em repositórios institucionais ou na sua página pessoal) após o processo de edição e publicação, pois isso pode gerar alterações produtivas, bem como aumentar o impacto e a citação do trabalho publicado."
