Teachers' perceptions of the usability of technologies in preschool students' learning
Abstract
The use of information and communication technologies (ICT) in education has grown considerably. The connection between ICT and education has sparked growing debate regarding their contribution to development, particularly in early childhood education. There is a significant lack of evidence regarding the use of ICT by preschool teachers. This study examined preschool teachers' perceptions of ICT usability and its relationship with the variables of age, teaching experience, and teacher level. The study design was quantitative and included 100 preschool teachers from the municipality of Cajeme, Sonora, selected using convenience sampling. Responses to the 20-item instrument were processed using frequency tables and nonparametric hypothesis and correlation tests. The objective was to define teachers' perceptions of the usefulness and ease of use of the technologies. 44 % of teachers perceived the usefulness of ICT as high, and 66 % perceived ease of use as high. No significant relationships were found between age and ease of use or usefulness of ICT, nor were relationships observed between these variables and teaching experience or the school level at which teachers taught.
Downloads
Download data is not yet available.
References
Adams, D., Nelson, R. & Todd, P. (1992). Perceived usefulness, ease of use, and usage of information technology: A replication. MIS Quarterly,16(2), 227-247. https://doi.org/10.2307/249577
Alpízar-Domínguez, J. (2019). ¿De qué manera las nuevas tecnologías de la información (TICS) apoyan a la mejora de los aprendizajes en educación preescolar? Revista Atlante: Cuadernos de Educación y Desarrollo, 13(2), 126-142. https://doi.org/10.51896/atlante/sfur9770
Ardina, M., Sinthia, R. & Suprapti, A. (2019). A Teacher’s Perception of Print and Digital Literacy in Early Childhood. In International Conference on Educational Sciences and Teacher Profession, 295, 254-257. https://doi.org/10.2991/icetep-18.2019.61
Arellano, M. A. (2020). Las brechas digitales en México: un balance pertinente. El trimestre económico, 87(346), 367-402. https://doi.org/10.20430/ete.v87i346.974
Arreola. C. (2020). Variables que afectan la integración de la tecnología en las prácticas de Enseñanza [Tesis de doctorado inédita]. Instituto Tecnológico de Sonora.
Barat Dastjerdi, N. (2016). Factors affecting ICT adoption among distance education students based on the Technology Acceptance Model: A case study at a distance education university in Iran. International Education Studies, 9(2), 73-80. https://doi.org/10.5539/ies.v9n2p73
Barbosa, S., y Amariles, M. L. (2019). Estilos de aprendizaje y uso de TIC en universitarios con formación por competencias. Journal of New Approaches in Educational Research, 8(1), 1-6. https://doi.org/10.7821/naer.2019.1.296
Batrakova, I., Ushanov, A., & Ioseliani, A. (2024). Information technology and online resources in the professional activities of preschool teachers. Journal of Applied Research in Higher Education, 16(2), 675-689. https://doi.org/10.1108/JARHE-08-2021-0310
Beltrán, J., García, R., y Ramírez, M. (2015, 16-20 de noviembre). Usabilidad y apropiación del programa ‘Mi Compu MX’ desde la perspectiva de los docentes de primaria [Ponencia]. XIII Congreso Nacional de Investigación Educativa, Chihuahua, México. https://doi.org/10.15332/dt.inv.2020.01617
Bejar, R. E., Arciso, O. A., y Buladaco, M. V. M. (2023). Quantifying the usability of a learner data management system: A descriptive analysis of perceived usefulness, perceived ease of use, and intention to use. International Journal of Research and Innovation in Social Science, 7(7), 1904-1913. https://doi.org/10.47772/IJRISS.2023.70849
Brown, C. R., Englehardt, J. & Mathers, H. (2016). Examining preservice teachers’ conceptual and practical understandings of adopting iPads into their teaching of young children. Teaching and Teacher Education, 60, 179-190. https://doi.org/10.1016/j.tate.2016.08.018
Bustamante, L. y De Lima, K. (2020). Nivel de competencias TIC de docentes de preescolar. Infancias Imágenes, 19(1), 83-90. https://doi.org/10.14483/16579089.13936
Cabero, J. y Martínez, A. (2019). Las tecnologías de la información y la comunicación y la formación inicial de los docentes: modelos y competencias digitales. Profesorado:
Revista de currículum y formación del profesorado, 23(3), 247-268.
https://doi.org/10.30827/profesorado.v23i3.9421
Campana, K., Mills, J., Haines, C., Prendergast, T. & Martens, M. (2019). To Tech or Not to Tech? The Debate about Technology, Young Children, and the Library. Children and Libraries, 17(2), 20-26. https://doi.org/10.5860/cal.17.2.20
Ching-Ting, H., Ming-Chaun, L. & Chin-Chung, T. (2014). The Influence of Young Children’s Use of Technology on Their Learning: A Review. Journal of Educational Technology & Society, 17(4), 85–99. http://www.jstor.org/stable/jeductechsoci.17.4.85
Colorado, B. (2014). Usabilidad de las tecnologías de información y comunicación (TIC) en la práctica educativa [Tesis de doctorado inédita]. Universidad Veracruzana.
Davis, F. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340.
https://doi.org/10.2307/249008
Ferrer, M., Prieto, C., y Sánchez, J. (2011). ¿Una sociedad de la información en igualdad de condiciones? Evaluación al grado de inclusión social-digital que ofrecen las TIC desde las perspectivas de la usabilidad y la accesibilidad. Quórum Académico, 8(16), 247-267. https://produccioncientificaluz.org/index.php/quorum/article/view/29281/30018
Gall, M. D., Gall, J. P. & Borg, W. R. (2007). Educational Research. An introduction (7ma ed.). Pearson.
García, R., Torres, C., y Angulo, J. (2013). Prácticas educativas apoyadas por las tecnologías de la información y comunicación. En C. Torres, J. Angulo, A. Valdés, y R. García (Coords.), Adopción de las TIC en docentes de nivel primaria (pp. 21-42). Pearson. https://doi.org/10.36576/summa.161860
Ghitis, T., y Alba, A. (2019). Percepciones de futuros docentes sobre el uso de tecnología en educación inicial. Revista Electrónica de Investigación Educativa, 21(e23), 1-12. https://doi.org/10.24320/redie.2019.21.e23.2034
Gillen, J. & Kucirkova, N. (2018). Percolating spaces: Creative ways of using digital technologies to connect young children’s school and home lives. British Journal of
Educational Technology 49(5), 834-846. https://doi.org/10.1111/bjet.12666
Gjelaj, M., Buza, K., Shatri, K. & Zabeli, N. (2020). Tecnologías digitales en la primera infancia: Actitudes y prácticas de padres y maestros en Kosovo. Revista Internacional de Instrucción, 13(1), 165-184. https://doi.org/10.29333/iji.2020.13111
Gutiérrez-Duarte, S. A. y Ruíz-León, M. (2018). Impacto de la educación inicial y preescolar en el neurodesarrollo infantil. IE Revista de investigación educativa de la REDIECH, 9(17), 33-51. https://doi.org/10.33010/ie_rie_rediech.v9i17.121
Hernández, R., Fernández, C. y Baptista, P. (2014). Metodología de la Investigación (6ta ed.). McGraw Hill Education.
Hong, X., Zhang, M. & Liu, Q. (2021). Preschool teachers’ technology acceptance during the COVID-19: An adapted technology acceptance model. Frontiers in Psychology, 12, 691492. https://doi.org/10.3389/fpsyg.2021.691492
Ibrahim, A. & Shiring, E. (2022). The relationship between educators’ attitudes, perceived usefulness, and perceived ease of use of instructional and web-based technologies:
Implications from Technology Acceptance Model (TAM). International Journal of
Technology in Education (IJTE), 5(4), 535-551. https://doi.org/10.46328/ijte.285
Ifinedo, E. & Kankaanranta, M. (2021). Understanding the influence of context in technology integration from teacher educators’ perspective. Technology, Pedagogy and Education, 30(2), 201-215. https://doi.org/10.1080/1475939X.2020.1867231
Ifinedo, E., Rikala, J. & Hämäläinen, T. (2020). Factors affecting Nigerian teacher educators’ technology integration: Consideren characteristics, knowledge constructs, ICT practices and beliefs. Computer & Education, 146, 1-17.
https://doi.org/10.1016/j.compedu.2019.103760
Ihmeideh, F., & Al-Maadadi, F. (2018). Towards improving kindergarten teachers’ practices regarding the integration of ICT into early years settings. The Asia-Pacific Education
Researcher, 27(1), 65-78. https://doi.org/10.1007/s40299-017-0366-x
Ismail, R. (2023). The Preschool Teachers' Perspective of Digital Technology Use in Classrooms: A Case Study of North Maluku Province, Indonesia. Journal of Education and E-learning Research, 10(2), 223-232. https://doi.org/10.20448/jeelr.v10i2.4564
Johler, M., Krumsvik, R. J., Bugge, H. E. & Helgevold, N. (2022). Teachers’ perceptions of their role and classroom management practices in a technology rich primary school classroom. In Frontiers in Education, 7, 841-385.
https://doi.org/10.3389/feduc.2022.841385
Juraković, L., Tatković, N., Radulović, P. & Vekić, M. (2020). Preschool teachers’ attitudes to the use of information and communication technology in preschool institutions.
Fundamental and applied research in practice of leading scientific schools, 38(2), 66-72.
https://doi.org/10.33531/farplss.2020.2.12
Kamaruddin, K., Abdullah, C. A. C. & Idris, M. N. (2017). Integrating ICT in teaching and learning: A preliminary study on Malaysian private preschool. International Journal of Academic Research in Business and Social Sciences, 7(11), 1236-1248.
http://dx.doi.org/10.6007/IJARBSS/v7-i11/3561
Kara, N. & Cagiltay, K. (2017). In-service preschool teachers’ thoughts about technology and technology use in early educational settings. Contemporary educational technology, 8(2), 119-141. https://doi.org/10.30935/cedtech/6191
Konca, A. S., Ozel, E. & Zelyurt, H. (2016). Attitudes of preschool teachers towards using information and communication technologies (ICT). International Journal of Research in Education and Science, 2(1), 10-15. https://doi.org/10.21890/ijres.21816
Lee, Y. N., Kim, A. J. & Kim, K. S. (2016). Comparison of Perception Between Pre-service Teachers' and Kindergarten Teachers' on Applications for Early Childhood education. J Educ Innovat Res, 26, 267-88.
https://doi.org/10.21024/pnuedi.26.3.201612.267
Lorenzo, C., Alarcón, M. y Gómez, M. (2011). Adopción de redes sociales virtuales: ampliación del modelo de aceptación tecnológica integrando confianza y riesgo percibido. Cuadernos de Economía y Dirección de la Empresa, 14, 194-205. https://doi.org/10.1016/j.cede.2010.12.003
Mortis, S. V., Alday, Salomón, D. G., Del Hierro, E. y Angulo, J. (2018). Habilidades digitales en docentes de escuelas primarias particulares del sur de Sonora,
México. Emerging trends in education, 1(1). https://doi.org/10.19136/etie.a1n1.2812
Mamat, N., Kamarudin, K., Ali, S. R. & Noh, N. M. (2020). The Integration of Information and Communication Technology (ICT) in Teaching and Learning in Government and Private Preschools in Malaysia. International Journal of Academic Research in Business and Social Sciences, 10(11), 104-112. http://dx.doi.org/10.6007/IJARBSS/v10-i11/7881
Martínez, S., Gutiérrez, J. J. y Fernández, B. (2018). Percepciones y uso de las TIC en las aulas inclusivas: Un estudio de caso. EDMETIC. Revista de Educación Mediática y TIC, 7(1), 87-106. https://doi.org/10.21071/edmetic.v7i1.10132
Medina, A. (2019). Las competencias en las TIC: un desafío desde la etapa escolar. Educación Médica, 21(6), 411-412. https://doi.org/10.1016/j.edumed.2019.08.001
Medrano, L., y Pérez, E. (2019). Manual de psicometría y evaluación psicológica. Editorial Brujas. https://www.researchgate.net/publication/351094332
Miulescu, M. L. (2020). Medios digitales: ¿Amigo o Enemigo? Experiencias de docentes de preescolar sobre el aprendizaje y la enseñanza en línea. Journal of Pedagogy, (2), 203-221. https://doi.org/10.26755/RevPed/2020.2/203
Mortis, S. V., García, R. I., Angulo, J. y Del Hierro, E. (2021). Uso de la tecnología: Investigaciones en educación básica y superior. AM Editores.
Muñoz, D. P. G., Pira, L. B. y Romero, R. F. (2019). Usos de las TIC en Preescolar: hacia la integración curricular. Panorama, 13(24), 20-32. https://doi.org/10.15765/pnrm.v13i24.1203
Nazarenko, H. A., & Andriushchenko, T. K. (2019). Information and communication technologies as an instrument for preschool education quality improvement. Information Technologies and Learning Tools, 69(1), 21-36. https://doi.org/10.33407/itlt.v69i1.2688
Nasreen, N. & Chaudhary, F. (2018). Perception of preservice teachers towards ICT integration in teacher education in India [Ponencia]. Proceedings of the 2018 International Conference on Education Technology Management, New York, United States. https://doi.org/10.1145/3300942.3300948
Navarro-Zamora, L. y Flores-Aguilar, M. (2018). Competencias en las TIC en los planes de estudio del docente de Preescolar de Uruguay, España, Finlandia, Suiza y México. Razón y Palabra, 22(2), 681-700.
https://doi.org/10.26807/rp.v24i108.1663
Nielsen, J. (1994). Usability engineering. Morgan Kaufmann.
Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura. (2019). Marco de competencias de los docentes en materia de TIC UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000371024
Padilla, S. (2018). Usos y actitudes de los formadores de docentes ante las TIC. Entre lo recomendable y la realidad de las aulas. Apertura, 10(1), 132-148.
https://doi.org/10.32870/ap.v10n1.1107
Peterson, A., Dumont, H., Lafuente, M. & Law, N. (2018). Understanding innovative pedagogies. OECD Publishing. https://doi.org/10.1787/19939019
Pinto, H. S. y Osório, A. J. (2019). Aprender a programar en Educación Infantil: análisis con la escala de participación. Pixel-Bit. Revista de medios y educación, 55, 133-156. https://doi.org/10.12795/pixelbit.2019.i55.08
Ramos, K. M., Morales, N. y Silva, B. J. (2019, 9-12 de abril). El uso de las TIC en educadoras de zonas rurales de Sonora. [Ponencia]. 3ero. Congreso Nacional de Investigación sobre Educación Normal, Playas de Rosarito, México.
https://doi.org/10.35537/10915/163167
Sabanci, A. & Omeroglu, M. (2015). Preschool teachers' views and experiences about ICT use in instruction: A case study. International Journal of Academic Research in Business and Social Sciences, 5(6), 170-183. https://doi.org/10.6007/ijarbss/v5-i6/1667
Sánchez-Márquez, N. I. (2019). Sensación y percepción: una revisión conceptual. Ediciones
Universidad Cooperativa de Colombia. https://doi.org/10.16925/gcnc.11
Secretaría de Educación Pública. (2019, 28 de febrero). Boletín No. 28 – Nuevo marco constitucional en materia educativa, inicio para una Nueva Escuela Mexicana: Esteban Moctezuma. Gobierno de México. https://www.gob.mx/sep/articulos/boletin-no-28-nuevo-marco-constitucional-en-materia-educativa-inicio-para-una-nueva-escuela-mexicana-esteban-moctezuma
Sherer, R., Siddiq, F. & Teo, T. (2015). Becoming more specific: Measuring and modeling Teacher’s perceived usefulness of ICT in the context of teaching and learning. Computer & education, 88, 202-214. https://doi.org/10.1016/j.compedu.2015.05.005
Sosa, M. J. y Valverde, J. (2022). Hacia una educación digital. Modelos de integración de las TIC en los centros educativos. Revista mexicana de investigación educativa, 27(94), 939-970. https://doi.org/10.18002/10612/1042
Tarhini, A., Elyas, T., Ali, M. & Al-Salti, Z. (2016). Technology, demographic, characteristics and, E-learning acceptance: A conceptual model based on extended Technology Acceptance Model. Higher Education Studies, 6(3), 72–89.
https://doi.org/10.5539/hes.v6n3p72
Teo, T. (2011). Factors influencing teachers’ intention to use technology: Model development and test. Computers and Education, 57, 2432-2440.
https://doi.org/10.1016/j.compedu.2011.06.008
Turpo, O. (2012). Criterios de valoración sobre la usabilidad pedagógica en la formación continua docente. Razón y Palabra, 17(80), 1-23.
https://www.redalyc.org/articulo.oa?id=199524426052
Ulco, L. E., y Baldeón, P. F. (2020). Las tecnologías de la información y comunicación y su influencia en la lectoescritura. Conrado, 16(73), 426-433. https://conrado.ucf.edu.cu/index.php/conrado/article/view/1323
Valdés-Cuervo, A. A., García-Vázquez, F. I., Torres-Acuña, G. M. y Urías-Murrieta, M. (2019). Medición en Investigación Educativa con Apoyo del SPSS y el AMOS. Clave Editorial.
Vértiz-Osores, R. I., Pérez-Saavedra, S., Faustino-Sánchez, M. A., Vértiz-Osores, J. J. y Alain, L. (2019). Tecnología de la Información y Comunicación en estudiantes del nivel primario en el marco de la educación inclusiva en un Centro de Educación Básica Especial. Propósitos y Representaciones, 7(1), 83-94.
http://dx.doi.org/10.20511/pyr2019.v7n1.266
Xie, K., Vongkulluksn, V. W., Justice, L. M. & Logan, J. A. (2019). Technology acceptance in context: preschool teachers’ integration of a technology-based early language and literacy curriculum. Journal of Early Childhood Teacher Education, 40(3), 275-295. https://doi.org/10.1080/10901027.2019.1572678
Yang, T. (2024). ‘I can’t teach without ICT’: unpacking and problematising teachers’ perceptions of the use of ICT in kindergartens in China. Early Years, 44(1), 79-96. https://doi.org/10.1080/09575146.2022.2090517
Alpízar-Domínguez, J. (2019). ¿De qué manera las nuevas tecnologías de la información (TICS) apoyan a la mejora de los aprendizajes en educación preescolar? Revista Atlante: Cuadernos de Educación y Desarrollo, 13(2), 126-142. https://doi.org/10.51896/atlante/sfur9770
Ardina, M., Sinthia, R. & Suprapti, A. (2019). A Teacher’s Perception of Print and Digital Literacy in Early Childhood. In International Conference on Educational Sciences and Teacher Profession, 295, 254-257. https://doi.org/10.2991/icetep-18.2019.61
Arellano, M. A. (2020). Las brechas digitales en México: un balance pertinente. El trimestre económico, 87(346), 367-402. https://doi.org/10.20430/ete.v87i346.974
Arreola. C. (2020). Variables que afectan la integración de la tecnología en las prácticas de Enseñanza [Tesis de doctorado inédita]. Instituto Tecnológico de Sonora.
Barat Dastjerdi, N. (2016). Factors affecting ICT adoption among distance education students based on the Technology Acceptance Model: A case study at a distance education university in Iran. International Education Studies, 9(2), 73-80. https://doi.org/10.5539/ies.v9n2p73
Barbosa, S., y Amariles, M. L. (2019). Estilos de aprendizaje y uso de TIC en universitarios con formación por competencias. Journal of New Approaches in Educational Research, 8(1), 1-6. https://doi.org/10.7821/naer.2019.1.296
Batrakova, I., Ushanov, A., & Ioseliani, A. (2024). Information technology and online resources in the professional activities of preschool teachers. Journal of Applied Research in Higher Education, 16(2), 675-689. https://doi.org/10.1108/JARHE-08-2021-0310
Beltrán, J., García, R., y Ramírez, M. (2015, 16-20 de noviembre). Usabilidad y apropiación del programa ‘Mi Compu MX’ desde la perspectiva de los docentes de primaria [Ponencia]. XIII Congreso Nacional de Investigación Educativa, Chihuahua, México. https://doi.org/10.15332/dt.inv.2020.01617
Bejar, R. E., Arciso, O. A., y Buladaco, M. V. M. (2023). Quantifying the usability of a learner data management system: A descriptive analysis of perceived usefulness, perceived ease of use, and intention to use. International Journal of Research and Innovation in Social Science, 7(7), 1904-1913. https://doi.org/10.47772/IJRISS.2023.70849
Brown, C. R., Englehardt, J. & Mathers, H. (2016). Examining preservice teachers’ conceptual and practical understandings of adopting iPads into their teaching of young children. Teaching and Teacher Education, 60, 179-190. https://doi.org/10.1016/j.tate.2016.08.018
Bustamante, L. y De Lima, K. (2020). Nivel de competencias TIC de docentes de preescolar. Infancias Imágenes, 19(1), 83-90. https://doi.org/10.14483/16579089.13936
Cabero, J. y Martínez, A. (2019). Las tecnologías de la información y la comunicación y la formación inicial de los docentes: modelos y competencias digitales. Profesorado:
Revista de currículum y formación del profesorado, 23(3), 247-268.
https://doi.org/10.30827/profesorado.v23i3.9421
Campana, K., Mills, J., Haines, C., Prendergast, T. & Martens, M. (2019). To Tech or Not to Tech? The Debate about Technology, Young Children, and the Library. Children and Libraries, 17(2), 20-26. https://doi.org/10.5860/cal.17.2.20
Ching-Ting, H., Ming-Chaun, L. & Chin-Chung, T. (2014). The Influence of Young Children’s Use of Technology on Their Learning: A Review. Journal of Educational Technology & Society, 17(4), 85–99. http://www.jstor.org/stable/jeductechsoci.17.4.85
Colorado, B. (2014). Usabilidad de las tecnologías de información y comunicación (TIC) en la práctica educativa [Tesis de doctorado inédita]. Universidad Veracruzana.
Davis, F. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340.
https://doi.org/10.2307/249008
Ferrer, M., Prieto, C., y Sánchez, J. (2011). ¿Una sociedad de la información en igualdad de condiciones? Evaluación al grado de inclusión social-digital que ofrecen las TIC desde las perspectivas de la usabilidad y la accesibilidad. Quórum Académico, 8(16), 247-267. https://produccioncientificaluz.org/index.php/quorum/article/view/29281/30018
Gall, M. D., Gall, J. P. & Borg, W. R. (2007). Educational Research. An introduction (7ma ed.). Pearson.
García, R., Torres, C., y Angulo, J. (2013). Prácticas educativas apoyadas por las tecnologías de la información y comunicación. En C. Torres, J. Angulo, A. Valdés, y R. García (Coords.), Adopción de las TIC en docentes de nivel primaria (pp. 21-42). Pearson. https://doi.org/10.36576/summa.161860
Ghitis, T., y Alba, A. (2019). Percepciones de futuros docentes sobre el uso de tecnología en educación inicial. Revista Electrónica de Investigación Educativa, 21(e23), 1-12. https://doi.org/10.24320/redie.2019.21.e23.2034
Gillen, J. & Kucirkova, N. (2018). Percolating spaces: Creative ways of using digital technologies to connect young children’s school and home lives. British Journal of
Educational Technology 49(5), 834-846. https://doi.org/10.1111/bjet.12666
Gjelaj, M., Buza, K., Shatri, K. & Zabeli, N. (2020). Tecnologías digitales en la primera infancia: Actitudes y prácticas de padres y maestros en Kosovo. Revista Internacional de Instrucción, 13(1), 165-184. https://doi.org/10.29333/iji.2020.13111
Gutiérrez-Duarte, S. A. y Ruíz-León, M. (2018). Impacto de la educación inicial y preescolar en el neurodesarrollo infantil. IE Revista de investigación educativa de la REDIECH, 9(17), 33-51. https://doi.org/10.33010/ie_rie_rediech.v9i17.121
Hernández, R., Fernández, C. y Baptista, P. (2014). Metodología de la Investigación (6ta ed.). McGraw Hill Education.
Hong, X., Zhang, M. & Liu, Q. (2021). Preschool teachers’ technology acceptance during the COVID-19: An adapted technology acceptance model. Frontiers in Psychology, 12, 691492. https://doi.org/10.3389/fpsyg.2021.691492
Ibrahim, A. & Shiring, E. (2022). The relationship between educators’ attitudes, perceived usefulness, and perceived ease of use of instructional and web-based technologies:
Implications from Technology Acceptance Model (TAM). International Journal of
Technology in Education (IJTE), 5(4), 535-551. https://doi.org/10.46328/ijte.285
Ifinedo, E. & Kankaanranta, M. (2021). Understanding the influence of context in technology integration from teacher educators’ perspective. Technology, Pedagogy and Education, 30(2), 201-215. https://doi.org/10.1080/1475939X.2020.1867231
Ifinedo, E., Rikala, J. & Hämäläinen, T. (2020). Factors affecting Nigerian teacher educators’ technology integration: Consideren characteristics, knowledge constructs, ICT practices and beliefs. Computer & Education, 146, 1-17.
https://doi.org/10.1016/j.compedu.2019.103760
Ihmeideh, F., & Al-Maadadi, F. (2018). Towards improving kindergarten teachers’ practices regarding the integration of ICT into early years settings. The Asia-Pacific Education
Researcher, 27(1), 65-78. https://doi.org/10.1007/s40299-017-0366-x
Ismail, R. (2023). The Preschool Teachers' Perspective of Digital Technology Use in Classrooms: A Case Study of North Maluku Province, Indonesia. Journal of Education and E-learning Research, 10(2), 223-232. https://doi.org/10.20448/jeelr.v10i2.4564
Johler, M., Krumsvik, R. J., Bugge, H. E. & Helgevold, N. (2022). Teachers’ perceptions of their role and classroom management practices in a technology rich primary school classroom. In Frontiers in Education, 7, 841-385.
https://doi.org/10.3389/feduc.2022.841385
Juraković, L., Tatković, N., Radulović, P. & Vekić, M. (2020). Preschool teachers’ attitudes to the use of information and communication technology in preschool institutions.
Fundamental and applied research in practice of leading scientific schools, 38(2), 66-72.
https://doi.org/10.33531/farplss.2020.2.12
Kamaruddin, K., Abdullah, C. A. C. & Idris, M. N. (2017). Integrating ICT in teaching and learning: A preliminary study on Malaysian private preschool. International Journal of Academic Research in Business and Social Sciences, 7(11), 1236-1248.
http://dx.doi.org/10.6007/IJARBSS/v7-i11/3561
Kara, N. & Cagiltay, K. (2017). In-service preschool teachers’ thoughts about technology and technology use in early educational settings. Contemporary educational technology, 8(2), 119-141. https://doi.org/10.30935/cedtech/6191
Konca, A. S., Ozel, E. & Zelyurt, H. (2016). Attitudes of preschool teachers towards using information and communication technologies (ICT). International Journal of Research in Education and Science, 2(1), 10-15. https://doi.org/10.21890/ijres.21816
Lee, Y. N., Kim, A. J. & Kim, K. S. (2016). Comparison of Perception Between Pre-service Teachers' and Kindergarten Teachers' on Applications for Early Childhood education. J Educ Innovat Res, 26, 267-88.
https://doi.org/10.21024/pnuedi.26.3.201612.267
Lorenzo, C., Alarcón, M. y Gómez, M. (2011). Adopción de redes sociales virtuales: ampliación del modelo de aceptación tecnológica integrando confianza y riesgo percibido. Cuadernos de Economía y Dirección de la Empresa, 14, 194-205. https://doi.org/10.1016/j.cede.2010.12.003
Mortis, S. V., Alday, Salomón, D. G., Del Hierro, E. y Angulo, J. (2018). Habilidades digitales en docentes de escuelas primarias particulares del sur de Sonora,
México. Emerging trends in education, 1(1). https://doi.org/10.19136/etie.a1n1.2812
Mamat, N., Kamarudin, K., Ali, S. R. & Noh, N. M. (2020). The Integration of Information and Communication Technology (ICT) in Teaching and Learning in Government and Private Preschools in Malaysia. International Journal of Academic Research in Business and Social Sciences, 10(11), 104-112. http://dx.doi.org/10.6007/IJARBSS/v10-i11/7881
Martínez, S., Gutiérrez, J. J. y Fernández, B. (2018). Percepciones y uso de las TIC en las aulas inclusivas: Un estudio de caso. EDMETIC. Revista de Educación Mediática y TIC, 7(1), 87-106. https://doi.org/10.21071/edmetic.v7i1.10132
Medina, A. (2019). Las competencias en las TIC: un desafío desde la etapa escolar. Educación Médica, 21(6), 411-412. https://doi.org/10.1016/j.edumed.2019.08.001
Medrano, L., y Pérez, E. (2019). Manual de psicometría y evaluación psicológica. Editorial Brujas. https://www.researchgate.net/publication/351094332
Miulescu, M. L. (2020). Medios digitales: ¿Amigo o Enemigo? Experiencias de docentes de preescolar sobre el aprendizaje y la enseñanza en línea. Journal of Pedagogy, (2), 203-221. https://doi.org/10.26755/RevPed/2020.2/203
Mortis, S. V., García, R. I., Angulo, J. y Del Hierro, E. (2021). Uso de la tecnología: Investigaciones en educación básica y superior. AM Editores.
Muñoz, D. P. G., Pira, L. B. y Romero, R. F. (2019). Usos de las TIC en Preescolar: hacia la integración curricular. Panorama, 13(24), 20-32. https://doi.org/10.15765/pnrm.v13i24.1203
Nazarenko, H. A., & Andriushchenko, T. K. (2019). Information and communication technologies as an instrument for preschool education quality improvement. Information Technologies and Learning Tools, 69(1), 21-36. https://doi.org/10.33407/itlt.v69i1.2688
Nasreen, N. & Chaudhary, F. (2018). Perception of preservice teachers towards ICT integration in teacher education in India [Ponencia]. Proceedings of the 2018 International Conference on Education Technology Management, New York, United States. https://doi.org/10.1145/3300942.3300948
Navarro-Zamora, L. y Flores-Aguilar, M. (2018). Competencias en las TIC en los planes de estudio del docente de Preescolar de Uruguay, España, Finlandia, Suiza y México. Razón y Palabra, 22(2), 681-700.
https://doi.org/10.26807/rp.v24i108.1663
Nielsen, J. (1994). Usability engineering. Morgan Kaufmann.
Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura. (2019). Marco de competencias de los docentes en materia de TIC UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000371024
Padilla, S. (2018). Usos y actitudes de los formadores de docentes ante las TIC. Entre lo recomendable y la realidad de las aulas. Apertura, 10(1), 132-148.
https://doi.org/10.32870/ap.v10n1.1107
Peterson, A., Dumont, H., Lafuente, M. & Law, N. (2018). Understanding innovative pedagogies. OECD Publishing. https://doi.org/10.1787/19939019
Pinto, H. S. y Osório, A. J. (2019). Aprender a programar en Educación Infantil: análisis con la escala de participación. Pixel-Bit. Revista de medios y educación, 55, 133-156. https://doi.org/10.12795/pixelbit.2019.i55.08
Ramos, K. M., Morales, N. y Silva, B. J. (2019, 9-12 de abril). El uso de las TIC en educadoras de zonas rurales de Sonora. [Ponencia]. 3ero. Congreso Nacional de Investigación sobre Educación Normal, Playas de Rosarito, México.
https://doi.org/10.35537/10915/163167
Sabanci, A. & Omeroglu, M. (2015). Preschool teachers' views and experiences about ICT use in instruction: A case study. International Journal of Academic Research in Business and Social Sciences, 5(6), 170-183. https://doi.org/10.6007/ijarbss/v5-i6/1667
Sánchez-Márquez, N. I. (2019). Sensación y percepción: una revisión conceptual. Ediciones
Universidad Cooperativa de Colombia. https://doi.org/10.16925/gcnc.11
Secretaría de Educación Pública. (2019, 28 de febrero). Boletín No. 28 – Nuevo marco constitucional en materia educativa, inicio para una Nueva Escuela Mexicana: Esteban Moctezuma. Gobierno de México. https://www.gob.mx/sep/articulos/boletin-no-28-nuevo-marco-constitucional-en-materia-educativa-inicio-para-una-nueva-escuela-mexicana-esteban-moctezuma
Sherer, R., Siddiq, F. & Teo, T. (2015). Becoming more specific: Measuring and modeling Teacher’s perceived usefulness of ICT in the context of teaching and learning. Computer & education, 88, 202-214. https://doi.org/10.1016/j.compedu.2015.05.005
Sosa, M. J. y Valverde, J. (2022). Hacia una educación digital. Modelos de integración de las TIC en los centros educativos. Revista mexicana de investigación educativa, 27(94), 939-970. https://doi.org/10.18002/10612/1042
Tarhini, A., Elyas, T., Ali, M. & Al-Salti, Z. (2016). Technology, demographic, characteristics and, E-learning acceptance: A conceptual model based on extended Technology Acceptance Model. Higher Education Studies, 6(3), 72–89.
https://doi.org/10.5539/hes.v6n3p72
Teo, T. (2011). Factors influencing teachers’ intention to use technology: Model development and test. Computers and Education, 57, 2432-2440.
https://doi.org/10.1016/j.compedu.2011.06.008
Turpo, O. (2012). Criterios de valoración sobre la usabilidad pedagógica en la formación continua docente. Razón y Palabra, 17(80), 1-23.
https://www.redalyc.org/articulo.oa?id=199524426052
Ulco, L. E., y Baldeón, P. F. (2020). Las tecnologías de la información y comunicación y su influencia en la lectoescritura. Conrado, 16(73), 426-433. https://conrado.ucf.edu.cu/index.php/conrado/article/view/1323
Valdés-Cuervo, A. A., García-Vázquez, F. I., Torres-Acuña, G. M. y Urías-Murrieta, M. (2019). Medición en Investigación Educativa con Apoyo del SPSS y el AMOS. Clave Editorial.
Vértiz-Osores, R. I., Pérez-Saavedra, S., Faustino-Sánchez, M. A., Vértiz-Osores, J. J. y Alain, L. (2019). Tecnología de la Información y Comunicación en estudiantes del nivel primario en el marco de la educación inclusiva en un Centro de Educación Básica Especial. Propósitos y Representaciones, 7(1), 83-94.
http://dx.doi.org/10.20511/pyr2019.v7n1.266
Xie, K., Vongkulluksn, V. W., Justice, L. M. & Logan, J. A. (2019). Technology acceptance in context: preschool teachers’ integration of a technology-based early language and literacy curriculum. Journal of Early Childhood Teacher Education, 40(3), 275-295. https://doi.org/10.1080/10901027.2019.1572678
Yang, T. (2024). ‘I can’t teach without ICT’: unpacking and problematising teachers’ perceptions of the use of ICT in kindergartens in China. Early Years, 44(1), 79-96. https://doi.org/10.1080/09575146.2022.2090517
Published
2026-04-30
How to Cite
Cuevas Salazar, O., Herrera Rodríguez, E., García López, R. I., & García Penedo, H. (2026). Teachers’ perceptions of the usability of technologies in preschool students’ learning. RIDE Revista Iberoamericana Para La Investigación Y El Desarrollo Educativo, 16(32). https://doi.org/10.23913/ride.v16i32.2933
Section
Scientific articles
This work is licensed under a Creative Commons Attribution 4.0 International License.
In order to promote the development and dissemination of research in education in Latin America, the Ibero-American Journal for Educational Research and Development (RIDE) adhered to the Budapest Open Access Initiative, which is why it is identified as a Open access publication. This means that any user can read the complete text of the articles, print them, download them, copy them, link them, distribute them and use the contents for other purposes. Creative Cummons licenses allow users to specify the rights to use an open access journal available on the Internet in such a way that users know the rules of publication. Authors who publish in this journal accept the following conditions: Authors they keep the author's rights and give the magazine the right of the first publication, with the work registered with the attribution license of Creative Commons, which allows third parties to use the published material whenever they mention the authorship of the work and the first publication in this The authors can make other independent and additional contractual agreements for the non-exclusive distribution of the version of the article published in this journal (eg, include it in an institutional repository or publish it in a book) as long as they clearly indicate that The work was published for the first time in this magazine. Authors are allowed and recommended to publish their work. low on the Internet (for example on institutional or personal pages) before and during the review and publication process, as it can lead to productive exchanges and to a greater and faster dissemination of the published work
