Early childhood development practitioner’s perceptions and use of technology for language and literacy development : a South African study

Abstract

Background: Early Childhood Development Practitioners (ECDPs) increasingly incorporate technology into teaching to support language and literacy development. Despite the benefits of technology in early childhood development (ECD), such as promoting early literacy skills, technology use in ECD classrooms may present challenges. A lack of teacher preparedness, and concerns surrounding technology’s impact on ECD are multifaceted. The COVID-19 pandemic accelerated the transition to technology-dependent education and exposed inconsistencies in technology access and training, particularly in lower-middle and upper-middle income countries like South Africa. Aim: To explore how ECDPs use and perceive technology to facilitate the development of language and literacy skills in ECD classrooms. Method: A mixed method design was used. Thirty three participants from seven different ECD centres completed an online questionnaire, which gathered information on their biographical information, technology use, and the benefits of using technology. Subsequently, seven of these participants took part in two focus group discussions on ECDPs perceptions and use of technology in ECD classrooms for language and literacy development. Results : The majority of participants (n=22; 66,7%) use technology at least once a month for teaching language and literacy, and most participants (n=24; 77,5%) were at least somewhat confident in their ability to use technology effectively in the classroom. However, focus group participants highlighted challenges including a lack of focus among young children and concerns about speech and language development. ECDPs suggested approaches to address the challenges of technology use, such as adopting a balanced approach to technology use in the classroom and at home. Discussion: ECDPs highlighted that AI tools are helpful in developing lesson plans and encouraging multisensory language and literacy learning. Focus group discussions highlighted challenges, such as difficulty with attention in the classroom, but emphasised using technology as a supportive tool, rather than a replacement for high quality teacher-student and caregiver-child interactions or hands-on learning. Conclusion and Contribution: This study highlights that technology is widely used in middle-income countries’ ECD classrooms, by ECDPs of all ages and experience levels, primarily through laptops, televisions, and online resources such as YouTube. While it enhances lesson planning and provides hands-on, multisensory learning experiences, it is crucial that technology serves as a supplement for high quality teacher-child and caregiver-child interactions.