Exploring the knowledge, attitudes and perceptions of teachers towards the use of educational technology on early childhood development in preschool of Dhaka, Bangladesh

Abstract

The increasing use of educational technology (EdTech) in early childhood development (ECD) is driven by its potential to enhance learning outcomes and equip young children (e.g., 3-5 years old) with the skills necessary for the digital age. However, the successful integration of EdTech in preschool classrooms heavily relies on teachers' knowledge, attitudes, and beliefs about its effectiveness. This qualitative study explores the perspectives of preschool teachers in Dhaka, Bangladesh, on the use of EdTech in early childhood development. Teachers have showed positive attitudes towards educational technology even though there are various challenges in path of smooth implementation of educational technology .By examining teachers' experiences and challenges with EdTech implementation, the study aims to provide valuable insights for informing decisions and promoting effective technology-integrated teaching practices in this under-researched context.