Teachers’ perceptions of technology integration in early childhood classrooms in Dhaka City

Abstract

Technology has increasingly become an important component of early childhood education, influencing teaching strategies, learning environments, and children’s engagement in classrooms. In urban educational settings such as Dhaka city, the integration of digital tools in early childhood classrooms is gradually expanding. However, teachers’ perceptions and experiences play a critical role in determining how effectively technology is integrated into teaching and learning practices. This study explores early childhood teachers’ perceptions of technology integration in classrooms within selected schools in Dhaka city. The research focuses on understanding how teachers use digital tools in their teaching practices, the benefits they observe in children’s learning, and the challenges they encounter while integrating technology with play-based learning approaches. Using a qualitative research design, data were collected through in-depth interviews and a focus group discussion with twelve early childhood teachers working in two urban schools located in Dhaka. The study examines teachers’ experiences with digital resources such as multimedia presentations, educational applications, and interactive learning tools in early childhood classrooms. The findings indicate that teachers generally view technology as a supportive tool for enhancing children’s engagement, supporting language and cognitive development, and enriching classroom activities through visual and interactive learning experiences. However, the study also identifies several challenges, including limited training, concerns about screen time, and the need to balance technology use with play-based learning approaches. The study highlights the importance of professional development opportunities and institutional support to help teachers integrate technology in appropriate ways. By exploring teachers’ perspectives, this research contributes to a better understanding of how technology can be effectively incorporated into early childhood education in Bangladesh. The findings may inform policymakers, school leaders, and teacher training institutions in developing strategies that promote meaningful and balanced use of digital tools in early childhood classrooms.