Early childhood development teachers’ perceptions on the use of technology in teaching young children

South African Journal of Childhood Education

Field Value
Title Early childhood development teachers’ perceptions on the use of technology in teaching young children
Creator Ogegbo, Ayodele A. Aina, Adebunmi
Subject Science and Technology; Early childhood education science; technology and mathematics (STEM); ECD teachers; young children; information and communications technology (ICT)
Description Background: Although technology plays a significant role in the development and learning of young children, early childhood development (ECD) practitioners are often under-informed and lack confidence in using information and communications technology (ICT).Aim: Understanding ECD teachers’ acceptance of technology usage is crucial to the implementation and integration of ICT resources. This study examines the perceptions of ECD teachers regarding the use of technology in South Africa’s early childhood classrooms.Setting: A sample of eight Grade R teachers was conveniently and purposefully selected from inner-city ECD centres in Pretoria, South Africa.Methods: A qualitative research methodology was used. Data were collected by using semi-structured interviews and classroom observation. This study is grounded in the extended technology acceptance model.Results: It was found that the teachers understood the advantage of technology incorporation in early childhood education and also have a positive mind-set about the use of ICT in teaching and learning in early years. However, the acceptance level of ICT use by these teachers appear to be low because of barriers such as poor parental and school support towards technology use, lack of technological resources, teachers’ poor knowledge and lack of practical training on the use of developmentally appropriate technology for children as claimed by the teachers.Conclusion: Despite this positive belief and attitude towards ICT use for supporting playful learning and child’s development in young children outside the classroom, teachers are less inclined to using ICT in teaching and play activities in their classrooms.
Publisher AOSIS
Contributor None
Date 2020-12-15
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — Interview
Format text/html application/epub+zip text/xml application/pdf
Identifier 10.4102/sajce.v10i1.880
Source South African Journal of Childhood Education; Vol 10, No 1 (2020); 10 pages 2223-7682 2223-7674
Language eng
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https://sajce.co.za/index.php/sajce/article/view/880/1658 https://sajce.co.za/index.php/sajce/article/view/880/1657 https://sajce.co.za/index.php/sajce/article/view/880/1659 https://sajce.co.za/index.php/sajce/article/view/880/1656
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Rights Copyright (c) 2020 Ayodele A. Ogegbo, Adebunmi Aina https://creativecommons.org/licenses/by/4.0