The preschool teachers' perspective of digital technology use in classrooms: A case study of North Maluku province, Indonesia

Abstract

The significance of information and communication technologies in the educational sector in the last few decades has tremendously increased. The current study aims to examine the significance of various individual factors such as teachers' self-concept, self-efficacy and ICT-related subjective self in predicting their perceptions of ICT usability leading to enhance preschool children’s learning outcomes. To achieve the study objectives, the authors applied a quantitative research methodology. After surveying 386 preschool teachers in 55 preschools, the data were analyzed using SmartPLS software. Most educational institutions have transformed their traditional modes of education into virtual classrooms. Technological intrusion in the educational sector has increased during COVID-19 and is persistent in the post-COVID era. Similarly, in universities and colleges, the inclusion of digital technologies in preschools has remarkably increased. The current study adds value to the existing body of literature by extending the existing TAM3 to TAM3+ by adding a new domain of subjective self and predicting preschool teachers' ICT usage in the classrooms and the interaction of this usage with technical support to enhance the preschool children’s learning outcomes.

Digital tools in education: Preschool teacher's perspectives on language development in kindergarten

“…In general, external circumstances can also be a catalyst for the use of digital technologies. A study by Ismail (2023) confirms that COVID-19 has triggered an increased need and willingness to introduce digital technologies into kindergartens. In the Czech Republic, recent could also play a role in financial support from the Ministry of Education towards digitization, which has helped schools to expand and possibly add new equipment of their choice.…”

“…In a Jordanian study, Alomyan and Alelaimat (2021) showed that digital technologies are more willingly used by teachers who have a higher education (teachers with a bachelor's degree use it more often than teachers without a degree) and a sense of their own competence. An Indonesian study by Ismail (2023) clarifies that the combination of a teacher's self-concept, self-efficacy, and ICT-related subjective self is a reliable predictor of digital technology use in kindergarten.…”