Preschool teachers technology and interactive media acceptance and use

• Main Author: Canoy, Dhana
• Format: text
• Language: English
• Published: Animo Repository 2016
• Subjects: Teaching > Aids and devices; Audio-visual education > Philippines; Interactive multimedia > Philippines; Preschool teachers > Philippines; Early childhood teachers > Philippines
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/5345
• Institution: De La Salle University

The present study aimed to determine preschool teachers technology and interactive media acceptance based on the technology acceptance model (TAM), which included their beliefs, attitudes, technical skills, behavioral intention, and types of technology and interactive media. This study also determined preschool teachers digital literacies such as critical thinking in the selection of technology and Interactive media and collaboration purposes with parents. Furthermore, the study explored how preschool teachers use technology and Interactive media in the classroom. Quantitative data were collected using survey questionnaires from sixty-six (66) preschool teachers in Metro Manila. Based on the results of the quantitative data, six (6) were selected from the mentioned sixty-six (66) teacher participants to collect qualitative data using face-to-face interviews. At the same time, from the six (6) preschool teachers who were interviewed, three (3) were observed in their use of technology and interactive media in the classroom. Findings reported that in general, preschool teachers agreed in accepting Technology and Interactive Media in terms of their beliefs and attitudes. At the same time, they considered their technical skills to be intermediate. As a result, most of the time, they had behavioral intention in accepting technology and Interactive media; however, they sometimes accepted only certain types of technology and interactive media. Furthermore, results revealed that they used technology and Interactive media as toys to lessen boredom, rewards for good behavior, and transitional activity to wrap up the main lesson. To support teachers in using Technology and Interactive media in their classroom instruction, there is a need for teacher training to improve their technical skills, construct guidelines in the selection of developmentally appropriate Technology and Interactive Media, and share decisions in using technology and interactive media with parents.