Understanding Digital Technology Use in Early Childhood Classrooms: Insights from a Cross-National Study

• In Event: AERA Poster Session Sunday 11:45 am
  In Poster Session: Early Education and Child Development

Abstract

This study investigates early childhood educators' perceptions and intentions regarding digital technology use in the UK and China. Using a quantitative, cross-national survey (N=151), the research applies the Technology Acceptance Model (TAM) to explore the factors shaping technology adoption. Findings reveal that while teachers in both countries view technology favourably, Chinese educators report significantly higher perceived usefulness and behavioural intention. Regression analysis shows that Attitude Toward Use is the strongest predictor of intention for UK teachers, whereas Perceived Ease of Use is the most critical factor for their Chinese counterparts. These findings contribute to a deeper understanding of how cultural and contextual factors shape digital integration in early years settings and offer implications for international policy and teacher development.

Author

• Shuolin He, University of Sheffield