Understanding kindergarten teachers’ perceptions of the use of touchscreen technologies: An exploratory study in mainland China

Abstract

Touchscreen technologies have become an important part of many young children’s lives. While kindergarten teachers’ perceptions of the use of touchscreen devices have been investigated across many countries, empirical research on the topic remains scant in mainland China. In an exploratory study, the lead researcher interviewed six teachers from an exemplary kindergarten in Nanjing and analyzed relevant documents to further explore the teachers’ beliefs around children’s use of touchscreen technologies. The Technological Pedagogical and Content Knowledge (TPACK) model was used to understand the rationale behind teachers’ perceptions and self-reported practices. Findings showed that participants generally perceived touchscreen devices as useful tools for catering to children’s interests, believing they could provide active learning experiences. Teachers made decisions about children’s use of touchscreen technologies based on their understandings of learning, pedagogy, subject content, and the affordances of these technologies. Implications for future research on kindergarten teachers’ use of touchscreen technologies are also presented.