• Daciana LUPU Transilvania University
  • Simona Elena TOMOZII Transilvania University of Brasov


teachers, pre-primary education, teaching methods, new information technologies


The research aimed to investigate the teaching activities in
terms of teaching resources used in teaching. The teaching
resources were dividing into two categories: classical
teaching resources and modern teaching resources belonging
to the new informational technologies. The research objective
concentrated on the investigation of teaching activities from
the perspective of two categories of teaching resources
(classic and modern teaching resources specific for a modern
techno-centric educational system). The results show that: 22
of the subjects (10.5%) choose to use a combination of
computer/ laptop – Internet, other 22 subjects (10.5%) choose
computer – software, combination and 33 subjects (15.2%)
choose computer-laptop – software-video projector – Internet
combination, than 14 subjects (6.4%) computer/ laptop –
software- internet and other 14 subjects (6.4%) vote for
computer –sites – Internet. Therefore on top positions of the
choosing list we find different combinations of teaching
resources belonging to the new communication technologies
(ITC). From 218 investigated subjects, 147 (67.3%) declare
they use teaching resources belonging to the new technologies
at least once a week. Of those, 21 subjects (9.6%) declare they
use modern technologies once a day, 58 subjects (26.6%) say
they use the ITC resources combinations once or even twice
per day and 68 subjects (31.2%) declare they use ITC
resources 1-2 times per week. Teachers were questioned if
they followed or not training classes of ITC (143 subjects
(65.69%) answered they followed ITC classes while the other
73 subjects (32.56%) declare they didn’t participate at any
ITC training).


Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruickshank, K. A.,

Mayer, R. E., Pintrich, P. R., et al (2001). A taxonomy for learning,

teaching and assessing: a revision of bloom’s taxonomy of educational

objectives. New York: Longman.

Anderson, T. (2008). The theory and practice Of online learning. Edmonton:

Au Press. .

Bransford, J.D. i Brown, A.L., Cocking R.R. (2000). How People Learn:

Brain, Mind, Experience, and School: Expanded Edition. Washington, DC:

The National Academies Press.

Carstens, A. & Beck, J. (2005). Get ready for the gamer generation.

TechTrends: Linking Research & Practice to cognition and design

principles. British Journal of Educational Technology 43, 4, 561–575.0

Clarke, A.C. (2001). A Space Odyssey. New York: Penguin Books.

Condie, R. & Munro, B. (2007). The impact of ICT in schools: a landscape

review. Coventry: Becta. Retrieved

Gane N., Beer D. (2008).The New Media. New York: Berg Editorial Offices.

Kozma, R.B. (1991). "Learning with media." Review of Educational

Research, 61(2), 179-212.

Mayer, R. E. (2004). Should there be a three strikes rule against pure

discovery learning?: the case for guided methods of instruction. American

Psychologist, 59, 1, 14–19.

McFarlane, A., Sparrowhawk, A. & Heald, Y. (2012). Report on the

educational use of gaming in education.

Montgomery, K. (1996). Children in the digital age. The American Prospect,

, 27. Available in http://

Oblinger, D. & Oblinger, J. (2005). Educating the net generation.

Washington, DC: Educase.

Passey, D., Rogers, C., Machell, J. & McHugh, G. (2004). The Motivational

effect of ICT on pupils. London: DfES/University of Lancaster. Retrieved

May 29, 2009, from


Pedró, F. (2006). The new millennium learners: challenging our views on

ICT and learning. Paris: OECD-CERI.

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9, 5,


Randel, J. M.,Morris, B. A.,Wetzel, C. D. &Whitehill, B. V. (1992). The

Effectiveness of Games for Educational Purposes: A Review of Recent

Research.," Simulation & Gaming, vol. 23, iss. 3, pp. 261-276, 1992.

Rideout, V., Roberts, D. & Foehr, U. (2005). Generation m: Media in the

lives of 8–18 year-olds.Menlo Park, CA: Henry Kayser Family Foundation.

Sandford, R., Ulicsak, M., Facer, K. & Rudd, T. (2006). Teaching with

games: using commercial off-the-shelf computer games in formal

education. Bristol: Futurelab. Retrieved June 3, 2008, from http://www.

Smyth, R. & Bossu, C. (2006). Investigating broadband videoconferencing

possibilities for teaching. Paper presented at the Higher Education Research

Development Society of Australasia Conference. Conference, Sydney, July


Smyth, R. & Zanetis, J. (2007). Internet-based videoconferencing for

teaching and learning: aCinderella story. Distance Learning, 4, 2, 61–70.

Smyth, R. (2011). Enhancing learner–learner interaction using video

communications in higher education: Implications from theorising about a

new model. British Journal of Educational Technology 42, 1, 113–127.

Tapscott, D. (1999). Growing up digital: the rise of the net generation. New

York: McGraw-Hill.

Vogel, J. F., Vogel, D. S., Cannon-Bowers, J., Bowers, C. A., Muse, K.

&Wright, M. (2006).

Computer Gaming and Interactive Simulations for learning. Journal of

Educational Computering Research. 34, 229-243.