Abstract:
BACKGROUND : Although technology plays a significant role in the development and learning of
young children, early childhood development (ECD) practitioners are often under-informed
and lack confidence in using information and communications technology (ICT).
AIM : Understanding ECD teachers’ acceptance of technology usage is crucial to the
implementation and integration of ICT resources. This study examines the perceptions of
ECD teachers regarding the use of technology in South Africa’s early childhood classrooms.
SETTING : A sample of eight Grade R teachers was conveniently and purposefully selected from
inner-city ECD centres in Pretoria, South Africa.
METHODS : A qualitative research methodology was used. Data were collected by using semistructured
interviews and classroom observation. This study is grounded in the extended
technology acceptance model.
RESULTS : It was found that the teachers understood the advantage of technology incorporation
in early childhood education and also have a positive mind-set about the use of ICT in teaching
and learning in early years. However, the acceptance level of ICT use by these teachers appear
to be low because of barriers such as poor parental and school support towards technology
use, lack of technological resources, teachers’ poor knowledge and lack of practical training on
the use of developmentally appropriate technology for children as claimed by the teachers.
CONCLUSION : Despite this positive belief and attitude towards ICT use for supporting playful
learning and child’s development in young children outside the classroom, teachers are less
inclined to using ICT in teaching and play activities in their classrooms.
