Early childhood teachers' integration of ICTs: Intrinsic and extrinsic barriers

Abstract

The aim of this paper is to report on barriers to ICT integration in teaching practices from the perspective of early childhood teachers. Six early childhood teachers from a combined private school in Queensland participated in this study. Individual interviews explored the ICT tools used in early childhood programs and the barriers to integration in teaching programs. Results indicate that a range of extrinsic barriers which included lack of certain digital tools, time, access (technical and tools) and professional development opportunities were perceived as the major barriers. Intrinsic barriers were also identified but less frequently. Strongly held philosophies about early childhood teaching practices influenced some teachers' decisions about incorporating ICT into their programs