Date of Conferral



Doctor of Education (Ed.D.)




Beryl Watnick


The integration of technology in early childhood classrooms can be advantageous when used in meaningful ways. Early childhood teachers are utilizing technology in instruction; however, they are not always doing so effectively. There is a gap in practice regarding the factors that affect the choices of technology activities that early childhood teachers use. A study on what influences the decisions early childhood educators make when choosing the types of technology to integrate in the classroom was necessary to fill the gap in literature and enhance the technology practices of early childhood teachers. Using Bandura’s social cognition theory, the purpose of this qualitative study was to explore how and why early childhood teachers choose technology activities to integrate into their instruction. A descriptive case study was employed to gain an in-depth view of a small group of early childhood teachers. Criterion sampling was used to select eight early childhood teachers from grades PreK-2nd who had taught for 3 full years and were integrating technology in their classrooms. Data were collected through researcher-designed questionnaires and semistructured recorded interviews. The data were analyzed through first and second cycle coding. The key findings of this study were that early childhood teachers select technology activities based on perceived benefits and self-efficacy beliefs and often do not integrate technology activities due to developmental appropriateness, external barriers, and the belief that technology cannot replace the human element. The results of this study have the potential for bringing about positive social change by informing early childhood educators about effective applications of technology that could contribute to student achievement and engagement.