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

Ayodele A Ogegbo,Adebunmi Aina

doi:10.4102/sajce.v10i1.880

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.

Highlights

The increased rate at which technology has become ubiquitous in many aspects of our daily existence has brought an enormous shift in the way an individual learns
Data obtained in this study showed that sampled early childhood development (ECD) teachers had a favourable view towards information and communications technology (ICT) usage in the early years’ classroom
Despite participants’ positive attitudes and beliefs about the use of ICT resources in teaching and learning, the findings revealed that teachers face many barriers in using these tools in teaching young children

Summary

Introduction

The increased rate at which technology has become ubiquitous in many aspects of our daily existence has brought an enormous shift in the way an individual learns. According to the Institute of Medicine and National Research Council (2015), human development makes us realise that learning begins in children from birth This implies that events in early childhood play a critical role in shaping the educational outcome for the duration of a child’s life. Young children in South Africa continue to face many challenges and barriers to quality ECE because of issues such as poverty and inequality that appear to lower a child’s level of educational attainment (Atmore 2019; Atmore, Van Niekerk & Ashley-Cooper 2012; Mbarathi, Mthembu, & Diga 2016) This leads to a child’s lack of preparation for formal schooling at the foundation phase level. 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)

Objectives

Results

Conclusion