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Barriers to the integration of computers in early childhood settings: Teachers’ perceptions

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Abstract

This study investigated teachers’ perceptions of barriers to using - integrating computers in early childhood settings. A 26-item questionnaire was administered to 134 early childhood teachers in Greece. Lack of funding, lack of technical and administrative support, as well as inadequate training opportunities were among the major perceived barriers to the use of computers in early childhood settings. Four barrier-factors were extracted: “lack of support”, “lack of confidence”, “lack of equipment” and “class conditions”. Teachers’ confidence with technology had a direct significant effect on the factors “lack of support” and “class conditions” (number of computers and number of children in class). The greater teachers’ confidence with technology, the minor teachers’ perceived barriers regarding support and class conditions. Teachers’ confidence with technology and the existence of a computer resulted in higher probability of computer use in class. Implications of findings for in-service teacher training are discussed.

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Acknowledgments

We would like to thank the teachers who participated in this study, and the anonymous reviewers for their constructive comments.

Author information

Authors and Affiliations

  1. Department of Early Childhood Education, University of Athens, Navarinou 13A, 10680, Athens, Greece

    Kleopatra Nikolopoulou & Vasilis Gialamas

Authors
  1. Kleopatra Nikolopoulou
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  2. Vasilis Gialamas
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Corresponding author

Correspondence to Kleopatra Nikolopoulou.

Appendix

Appendix

“Confidence with technology” subscale (Pierce et al. 2007)

1. I am good at using computers

[strongly agree] [agree] [disagree] [strongly disagree]

2. I can fix a lot of computer problems

[strongly agree] [agree] [disagree] [strongly disagree]

3. I am quick to learn new computer software needed for school

[strongly agree] [agree] [disagree] [strongly disagree]

4. I am good at using things like VCRs, DVDs, MP3s and mobile phones

[strongly agree] [agree] [disagree] [strongly disagree]

The 26 items of the questionnaire

  

Not a barrier

Minor barrier

Moderate barrier

Major barrier

S1

Not enough computers

1

2

3

4

S2

Outdated, incompatible, or unreliable computers

1

2

3

4

S3

Lack of internet access, or internet is not easily accessible

1

2

3

4

S4

Lack of good educational software

1

2

3

4

S5

Inadequate training opportunities

1

2

3

4

S6

Lack of time for teachers to learn/practice/plan ways to use computers (in the class)

1

2

3

4

S7

Lack of administrative support

1

2

3

4

S8

Lack of support regarding ways to integrate technology into the curriculum

1

2

3

4

S9

Lack of technical support

1

2

3

4

S10

Lack of time in schedule for children to use computers in class

1

2

3

4

S11

Concern about children’s access to inappropriate material

1

2

3

4

S12

Lack of funding

1

2

3

4

S13

Lack of interest of the school (principal) about computer use

1

2

3

4

S14

Large number of children in the class

1

2

3

4

S15

Lack of teachers’ technology skills

1

2

3

4

S16

Lack of information about educational software and its appropriateness/quality

1

2

3

4

S17

Lack of space in locating the computer(s) and its peripherals

1

2

3

4

S18

Lack of knowledge of the possible use of computers in class (with the children)

1

2

3

4

S19

Negative teachers’ attitudes

1

2

3

4

S20

Managing equipment

1

2

3

4

S21

Uncertainty about usefulness of technology in early years

1

2

3

4

S22

Many demands of the curriculum

1

2

3

4

S23

Lack of confidence in using computers

1

2

3

4

S24

Lack of time for in-service training

1

2

3

4

S25

Fear of using technology

1

2

3

4

S26

Class management when computers are used

1

2

3

4

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Nikolopoulou, K., Gialamas, V. Barriers to the integration of computers in early childhood settings: Teachers’ perceptions. Educ Inf Technol 20, 285–301 (2015). https://doi.org/10.1007/s10639-013-9281-9

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  • DOI: https://doi.org/10.1007/s10639-013-9281-9

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