Abstract:

Integrating educational technologies into teaching practice is a major issue in the context of the 'digitalization' of society. Research on this topic generally focuses on secondary and higher education teachers, and, to a lesser extent, on those working in primary education. However, a distinction remains between kindergarten teachers and their elementary school colleagues. Kindergarten teachers are often left out of research studies, as they are less equipped with digital devices and face "screen-free-time" injunctions among young pupils. Yet, the professional skills expected of teachers include the ability to use educational technology. Our research proposal fits within this context.

Specifically, we interviewed 14 teachers involved in a larger experimental study on the use of technology to enhance language skills in kindergarten. In this experimental study, the teachers received training in oral language didactics and designing activities using technology. They were divided into two groups, the first equipped with "low-tech" digital tools (several objects with audio recorder features) and the second with "high-tech" equipment (tablet and the educational application AppLinou). AppLinou is an interactive application designed to foster language development in young children through gamified lessons, personalized learning paths, and multimedia resources, adapting to each child’s proficiency level and offering tailored, engaging experiences.

The research question addressed the teachers' acceptance of these tools (low and high-tech). To this end, using the Unified Theory of Acceptance and Use of Technology (UTAUT) model, different dimensions of acceptance were observed before and after the experiment, using a questionnaire.

Statistical analysis shows that teachers with more basic tools had a more favorable overall attitude toward technology than those in the second group. Similarly, acceptance levels at the end of the experiment were lower in the "high-tech" group (μhigh = 2.5) than in the "low-tech" group (μlow = 4.32). However, examining the main predictors of acceptance, this case study shows that performance expectancy and facilitating conditions had significant positive correlations with the intention to use technology, while social influence and effort expectancy showed no significant differences between groups. The analysis suggests that despite initial perceptions favoring the "low-tech" group, factors such as performance expectancy and facilitating conditions play a crucial role in kindergarten teachers' acceptance of educational technology.

Based on this case study, the presentation will focus on suggestions for instructional design to support teachers in integrating technology in kindergarten.

Keywords:

Technology Acceptance, Primary Education, Teaching Practices, Educational Technology.