The Use of Digital Technology in the Classroom by Preschool Teachers in Vietnam’s Central and Central Highlands

Abstract

The aim of this study is to determine the status of preschool teachers toward applying digital technology (DT) in early childhood education (ECE) and the barriers they face. A quantitative online survey was conducted with 823 full-time preschool teachers in Vietnam's Central and Central Highlands. Results showed that teachers just often use smart TV and laptop computers among technical devices. Technical tools were mainly used to gather information and documents for lesson planning, compose lesson plans, communicate with parents, and present information to children. In addition, preschool educators faced many barriers in applying DT into their classrooms, such as lack of technology devices, lack of technical support or assistance, and lack of technical skills. The results also showed the differences between urban, rural, and mountainous areas in many aspects. The findings of this study may provide reliable information for educational management agencies and preschool teacher training institutions in making and implementing policies related to the application of DT in ECE and fostering technology application capacity for preschool teachers. Some suggestions for enhancing technology use in early childhood classrooms are proposed.

Digital learning in childhood: Possibilities for pedagogical transformation in South Africa

“…As the use of DT with young children becomes more ubiquitous, teachers and parents are debating whether, when, and how to use it appropriately to aid their development. Though some findings imply that technology use can harm children's development in various ways (Hooft Graafland 2018;Johnston 2021), other studies suggest that digital learning (DL) also has a favourable impact on early childhood (Nhi et al 2021;Zomer & Kay 2016). However, it is not as simple as merely providing access to DT for young children and early childhood teachers to make effective use of it.…”