The role of ICT in early childhood education: Scale development and research on ICT use and influencing factors

TLDR

ICT is increasingly recognized as offering multiple opportunities for young children in early childhood education. The study seeks to clarify ICT use patterns in Flemish preschools. Using a questionnaire with new and existing scales, 232 preschool teachers’ responses were analyzed to distinguish two types of ICT use: one supporting basic ICT skills and attitudes, and another supporting content and individualized learning. ICT use for basic skills is more frequent and linked to preschool grade, teachers’ self‑perceived ICT competence, and years of ICT experience, while ICT use for content and individualized learning is strongly associated with grade, competence, professional development, and attitudes, indicating that professional development is key to expanding ICT use beyond basic skills.

Abstract

Nowadays, more and more authors are convinced that ICT (information and communication technology) in early childhood education provides multiple possibilities for young children. The current study, conducted in Flanders, aims to get a clearer picture of ICT use in Flemish preschools. For this purpose, a questionnaire was composed consisting of newly developed and existing scales. Based on the answers of 232 preschool teachers, two types of ICT use are distinguished in early childhood education, 'ICT use supporting basic ICT skills and attitudes', and 'ICT use supporting contents and individual learning needs'. 'ICT use supporting basic ICT skills and attitudes' occurs more frequently and is related to the grade of the preschoolers, teachers' self-perceived ICT competences and the number of years of experience with ICT at school. 'ICT use supporting contents and individual learning needs' is strongly related to the grade of the preschoolers, teachers' self-perceived ICT competences, ICT professional development and teachers' attitudes towards the possibilities of ICT for teachers in early childhood education. This indicates that professional development is a crucial factor in stimulating ICT use that transcends teaching basic ICT skills and attitudes.