Adoption and use of technology in early education: The interplay of extrinsic barriers and teacher attitudes

Courtney K. Blackwell*, Alexis R. Lauricella, Ellen Wartella, Michael Robb, Roberta Schomburg

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

145 Scopus citations


The increased access to, but continued under-use of, technology in education makes it imperative to understand the barriers teachers face when integrating technology into their classrooms. While prior research suggests teachers encounter both first-order extrinsic barriers and second-order personal barriers, much of this research has focused on K-12 teachers, not early childhood educators. Applying the Unified Theory of Acceptance and Use of Technology to early childhood education, the current study examines predictors of early childhood educators' access to and use of traditional technologies and newer mobile devices. Findings from 1329 teachers of 0-4-year-olds reveal that while extrinsic barriers influence access to a range of technologies, positive beliefs in children's learning from technology significantly predicted actual use of technology. Overall, the study provides new insight into factors influencing technology integration specifically for early childhood educators, a subgroup that has not been represented in much of the literature on technology integration in formal education.

Original languageEnglish (US)
Pages (from-to)310-319
Number of pages10
JournalComputers and Education
StatePublished - 2013


  • Elementary education
  • Improving classroom teaching
  • Media in education
  • Pedagogical issue
  • Teaching/learning strategies

ASJC Scopus subject areas

  • Computer Science(all)
  • Education


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