You are here:

Factors influencing digital technology use in early childhood education

, ,

Computers & Education Volume 77, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd


The current study uses path modeling to investigate the relationship between extrinsic and intrinsic factors that influence early childhood educators' digital technology use. Survey data from 1234 early childhood educators indicate that attitudes toward the value of technology to aid children's learning have the strongest effect on technology use, followed by confidence and support in using technology. Additionally, student SES has the strongest effect on attitudes, while support and technology policy influence teacher confidence, which in turn influences attitudes. In contrast, more experienced teachers have more negative attitudes. Overall, the study provides the first path model investigating early childhood educators' technology use and provides practical considerations to aid teachers' use of technology in the classroom.


Blackwell, C.K., Lauricella, A.R. & Wartella, E. (2014). Factors influencing digital technology use in early childhood education. Computers & Education, 77(1), 82-90. Elsevier Ltd. Retrieved October 17, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct:


Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact