Factors influencing digital technology use in early childhood education

Courtney K. Blackwell*, Alexis R. Lauricella, Ellen Wartella

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

133 Scopus citations

Abstract

The current study uses path modeling to investigate the relationship between extrinsic and intrinsic factors that influence early childhood educators' digital technology use. Survey data from 1234 early childhood educators indicate that attitudes toward the value of technology to aid children's learning have the strongest effect on technology use, followed by confidence and support in using technology. Additionally, student SES has the strongest effect on attitudes, while support and technology policy influence teacher confidence, which in turn influences attitudes. In contrast, more experienced teachers have more negative attitudes. Overall, the study provides the first path model investigating early childhood educators' technology use and provides practical considerations to aid teachers' use of technology in the classroom.

Original languageEnglish (US)
Pages (from-to)82-90
Number of pages9
JournalComputers and Education
Volume77
DOIs
StatePublished - Aug 2014

Keywords

  • Path modeling
  • Teacher cognition
  • Teacher education/development
  • Technology

ASJC Scopus subject areas

  • Computer Science(all)
  • Education

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