Abstract
Background:This study focuses on preschool teachers’ attitudes toward integrated Internet applications for professional development by a survey in Taiwan.Material and methods:The researcher developed a survey questionnaire consisting of five factors: usefulness, effectiveness, behavioral intention, Internet connection, and professional competence. This study analyzed the survey data from Taiwan’s preschool teachers’ attitudes through structural equation modeling.Results:The findings show that preschool teachers feel positively toward Internet innovative value to improve their pedagogical practices. Their considerations on usefulness, effectiveness, and behavioral intention using the Internet positively influence their attitudes toward Internet-based professional interactions and abilities.Conclusions:The researcher discussed certain implications of the findings. An enhanced understanding of teacher views toward Internet applications in preschools provides Internet-related implementation and references for innovations and high-quality early childhood professional development.
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