Attitudes of preservice kindergarten teachers toward the integration of computers and the reduction of the digital divide in kindergartens

Abstract

Given the great importance of integrating computers into kindergartens and the fact that today such integration has been implemented only partially, there is a need for research to examine the factors that make it difficult to achieve this end. Thus our study focused on the attitudes of preservice kindergarten teachers regarding the integration of computers into early learning environments. We sought to examine: (a) the perception of preservice kindergarten teachers with regard to narrowing the digital divide to help reduce inequality among children in the kindergarten; (b) teachers’ feelings of threat or challenge when facing the integration of computers; and (c) correlations between various study variables. This was a mixed-method study, using a sample of 124 female preservice kindergarten teachers in Israel. The study found that the attitudes of preservice teachers toward integrating computers into kindergartens are mainly positive. The findings suggest that there is a higher chance for preservice kindergarten teachers to effectively integrate computers when they start working than for inservice kindergarten teachers who currently make limited use of a digital environment. This finding is encouraging and may indicate a higher degree of e-Readiness among recent graduates of kindergarten education programs.