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This study has examined Preschool and Kindergarten educators’ perspectives on the use of Information and Communication Technology (ICT) to support learning in the classroom. The purpose was to determine the factors that influenced educators’ use of ICTs in their practice, their views on whether ICTs enhances children’s learning and their value of ICT training. The data revealed three themes herewith detailed in hierarchical order, that educators’ perceptions were dependent on the tools’ effectiveness and applicability in their program; that there are varied perspectives on what constituted a technological barrier and a technological impact; and that participants’ concerns were based on their overall perception of ICTs. However, although there were factors which affected educators’ decisions on whether or not to use ICTs in their programs, the data also suggested that educators’ level of interest in the use of ICTs in the classroom was thought to be the most influential factor in educators’ overall decision to use ICTs in their program.

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registered early childhood educator, RECE, preschool, preschool children, kindergarten children, information and communications technology, ICT, ICT training


Communication | Communication Technology and New Media | Education | Pre-Elementary, Early Childhood, Kindergarten Teacher Education | Teacher Education and Professional Development


Faculty of Applied Health & Community Studies (FAHCS)

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Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

The use of Information and Communication Technology (ICT) by Preschool and Kindergarten Educators