Integration of ICT in Preschools: Teachers’ Beliefs and Perceptions

Abstract

In this fast-paced digital world, ECE teachers are moving away from conventional methods and embracing technology to ensure that young children have the skills and knowledge needed for the 21st century. This qualitative research, conducted through convenient sampling, aims to explore preschool teachers' perceptions and ICT usage. The data collected were analysed using a coding method aligned with the determinants of the Unified Theory of Acceptance and Use of Technology (UTAUT) model. Beyond the perceptions and beliefs of preschool teachers, this analysis provided insights into the core aspects of the UTAUT model: Performance Expectancy (PE), Effort Expectancy (EE), Social Influence (SI), and Facilitating Conditions (FC) highlighting their significant influence in effective technology adoption and utilisation in preschool classrooms. In this study, moderating variables such as the teachers’ age and teaching experience impact the teachers’ beliefs and perceptions towards ICT integration. Hence, the main goal of this research is to determine the significance of teachers’ beliefs and perceptions in integrating Information and Communication Technology (ICT) in preschool education. Preschool teachers’ beliefs regarding technology can affect how young learners interact with and benefit from digital tools. As policymakers, parents, and educators recognise the importance of embracing and investing in ICT tools in ECE, this study's insights can help better understand the growth and potential of technology in nurturing young children's development. The findings provide valuable guidance to policymakers to integrate new ICT tools that complement ECE teaching and learning rather than disrupting the existing educational practices. The study contributes to understanding preschool teachers’ acceptance of ICT and offers practical recommendations for stakeholders to facilitate more effective technology integration.