Teachers’ use of digital tools in teaching and learning in kindergarten centers within the Asunafo North Municipality

Abstract

This study explores the use of digital tools in kindergarten centers in Asunafo North Municipality by teachers in those levels. We live in a digital world, and implementing technology within early childhood centers is very essential. The study aims at investigating teachers‘ perspectives and their level of skillfulness with digital tools, the way they integrate digital tools into their classroom practices, and the difficulties they encounter. A concurrent triangulation mixed methods design was used, in which quantitative and qualitative methods were applied. Structured questionnaires were administered to 155 kindergarten teachers for quantitative data, and 11 teachers were sampled purposively and interviewed for qualitative data. Quantitative data was analyzed using descriptive statistics – means and standard deviations, whereas qualitative responses were analyzed thematically. The study's findings revealed that teachers acknowledge the impact of digital tools but use them minimally due to poor infrastructure, lack of institutional support and inadequate training. While some teachers basically were highly skilled in using digital tools such as the ability to surf the internet and use of social media, others lack proficiency to effectively integrate digital tools into their teaching. The results highlight a gap between policy intentions and classroom realities. Teachers‘ limited skills and infrastructural constraints significantly hinder the adoption of digital tools. The study recommends targeted professional development and improved resource allocation. Future research could explore the effectiveness of specific training interventions and strategies for sustainable technology integration in early childhood education settings. University of Education,Winneba http://ir.uew.edu.gh