Teachers' Use of Digital Tools in Kindergarten Centers in Asunafo North Municipality: A Qualitative Inquiry
DOI:
https://doi.org/10.47941/jep.3684Keywords:
Digital Tools, Kindergarten Education, Teacher Perspectives, Early Childhood Education, Digital LiteracyAbstract
Purpose: This current study sought to investigate the perspectives of kindergarten teachers on the application of digital tools in early childhood education in the Asunafo North Municipality in Ghana.
Methodology: Using the qualitative research methodology, this investigation employed the phenomenological design. It employed the purposive sampling technique to select eleven kindergarten teachers based on their teaching experience, accessibility, and active involvement in early childhood education. The data collection was conducted through in-depth semi-structured interviews, which allowed respondents to provide rich, detailed accounts of their experiences. The data was analyzed using thematic analysis, which involves coding and categorization of data to identify recurring patterns and themes in the data collected.
Findings: The findings of this research revealed that teachers generally acknowledge the pedagogical value of digital technologies in promoting learner engagement, creativity, and basic digital literacy for young learners. However, this research identified a number of significant barriers to the integration of digital technologies in kindergarten classrooms. The barriers identified include a lack of functional digital devices, technological infrastructure, professional development, and electricity supply/internet connectivity. Consequently, while there was an indication of teachers’ awareness of the importance of digital tools, their ability to utilize technology-enhanced pedagogical practices remained significantly low.
Unique Contribution to Theory, Policy and Practice: The study contributes to theory by expanding understanding of technology integration in early childhood education in resource-constrained contexts, especially in relation to the phenomenological approach to understanding teachers’ experiences. From a policy point of view, the study emphasizes the need to invest in technology infrastructure and design context-specific ICT policies, especially in early childhood education in Ghana. In practice, the study points to the need to support teachers in developing the necessary skills to integrate technology in teaching and learning.
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Copyright (c) 2026 Jane-Frances Yirdong Lobnibe, Titus Kpiero-Zuomeh Dery, Issah Susorokana Ismail
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