Abstract
This study contributes to the existing research on early childhood teachers’ perceptions of technology and its integration into mathematics-related activities. In this qualitative study, the analysis draws on focus group discussions with 20 teachers. The findings suggest that although early childhood teachers held a positive attitude towards technology and acknowledged its role in young children’s lives and learning, its integration remains limited in these classrooms. The participant teachers mentioned barriers that hinder technology integration, including inadequate classroom equipment, limited teacher competence, and insufficient professional development opportunities. Also, most participants reported only using songs, videos, and images to teach mathematical concepts through drills and practice within a controlled instructional setting. Therefore, education authorities should re-consider early childhood teacher education programs and professional development opportunities to enable pre- and in-service teachers to teach mathematical concepts to young children with technology. Implications for future studies and limitations of the study are provided.
Published Version
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