Latine preschool and elementary teachers’ knowledge and practice in the use of technology: A study in the Southern border of the United States

Abstract

ABSTRACT In response to developing technology standards and innovative technology applications, it is important to measure the knowledge of education standards and practice of teachers. This study includes 226 prekindergarten to fifth grade Latine teachers employed in a Latineserving school district in a United States/Mexico border community. Survey data and factor analysis provide empirical evidence of technology use and teacher knowledge of technology standards and American Academy of Pediatrics recommendations. Regression analysis shows knowledge of technology applications is highest among teachers with 6–10 years of experience. Teacher practices of technology applications are likely to be implemented by teachers with a master’s degree compared to those with a bachelor’s degree. Implications and future research opportunities aim to improve technology integration in early childhood and elementary education teacher preparation contexts.