Event Title
The Influence of Early-Childhood Teachers’ Perceptions, Attitudes and Technology Proficiency on Educational Technology Use
Date of Publication
2-4-2021
Document Type
Presentation
Abstract
The purpose of this study is to investigate the influence of early-childhood teachers’ perceptions, attitudes, and technology proficiency on educational technology use in early-childhood classrooms. A purposeful sample of early-childhood teachers teaching grades Pre-K through first grade in a large suburban school district located in southeast Texas. Additionally, a sequential mixed-methods design was employed, and examination of quantitative survey results and qualitative interviews provided insight into early-childhood teachers’ perceptions, attitudes, and proficiency of educational technology use in early-childhood classrooms. This study revealed the need for teachers to feel competent in their abilities to use educational technology in early-childhood classrooms, despite age or years of service.
Keywords
Early Childhood, Technology, Teachers
Persistent Identifier
http://hdl.handle.net/10950/2919
The Influence of Early-Childhood Teachers’ Perceptions, Attitudes and Technology Proficiency on Educational Technology Use
The purpose of this study is to investigate the influence of early-childhood teachers’ perceptions, attitudes, and technology proficiency on educational technology use in early-childhood classrooms. A purposeful sample of early-childhood teachers teaching grades Pre-K through first grade in a large suburban school district located in southeast Texas. Additionally, a sequential mixed-methods design was employed, and examination of quantitative survey results and qualitative interviews provided insight into early-childhood teachers’ perceptions, attitudes, and proficiency of educational technology use in early-childhood classrooms. This study revealed the need for teachers to feel competent in their abilities to use educational technology in early-childhood classrooms, despite age or years of service.