TECHNOLOGY IN THE CLASSROOM: UNPACKING TEACHERS’ VIEWS ON PRESCHOOL TECH USE

Abstract

The integration of technology in preschool classrooms has become a prominent topic in early childhood education, sparking diverse opinions among educators. This study explores preschool teachers' perspectives on the use of technology in early learning environments, focusing on its benefits, challenges, and implications for teaching practices and child development. Data were collected through interviews with teachers from diverse educational settings. This study is a qualitative one. 10 preschool teachers participated in the study. The findings reveal that while many educators acknowledge technology's potential to enhance learning experiences, particularly in fostering digital literacy and interactive engagement, concerns persist regarding screen time, developmental appropriateness, and the potential for reduced hands-on and social interactions.  The study underscores the necessity of developing thoughtful strategies and policies that align technology use with developmental goals, ensuring its role as a supportive, rather than dominant, component of preschool education.