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Original Research
Early childhood development teachers’ perceptions on the use of technology in teaching young children
Submitted: 20 May 2020 | Published: 15 December 2020
About the author(s)
Ayodele A. Ogegbo, epartment of Science and Technology Education, Faculty of Education, University of Johannesburg, Johannesburg, South AfricaAdebunmi Aina, Department of Early Childhood Education, University of Pretoria, Pretoria, South Africa
Abstract
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.
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