Early Childhood Teachers’ Perspectives towards Using Technology in Saudi Arabia

Abstract

This thesis examined the perspectives and practices of early childhood teachers (ECTs) in Saudi Arabia regarding the use of technology in classroom settings. Despite the growing body of internationally conducted research on the use of technology in education, a substantial gap existed in understanding its integration within the context of early childhood education in Saudi Arabia. The researcher aimed to bridge this gap by exploring the experiences, pedagogical practices, and challenges that female ECTs faced across the five districts of Riyadh City, Saudi Arabia.

This study referenced Bronfenbrenner’s ecological systems theory (1979, 1995) and sociocultural theory to examine the factors that influenced early childhood teachers’ perspectives and practices regarding the use of technology in Saudi Arabian classrooms. Bronfenbrenner’s ecological systems theory offered a framework for understanding how various layers, such as institutional, cultural, and social influences and broader historical and sociocultural contexts, shaped teachers’ views on technology integration. To add more context and depth to the teachers’ experiences and perspectives, essential documents, such as lesson plans, the self-learning curriculum, and the Saudi Vision 2030 policy document, were also analysed.

In this qualitative study, the researcher conducted semi-structured interviews with ten female early childhood teachers, revealing significant themes and sub-themes through analysing their responses. These themes indicated that technology strengthened teacher-children relationships, boosted teachers’ efficiency, and enhanced outcomes in both structured and unstructured activities. The theme of technology and cultural norms also highlighted the importance of adapting technology to suit cultural and gender expectations. The findings indicated that ECTs perceived technology as essential for facilitating children’s cognitive, social, and emotional development. Nevertheless, they faced considerable challenges in its implementation, including cultural barriers such as gender segregation, privacy issues, technology limitations, and socio-economic inequities. The COVID-19 pandemic further exposed gaps in technology infrastructure and the need for both professional development and technical support. Despite these challenges, Saudi ECTs in this study remained determined to continue using technology in ways consistent with Islamic and cultural norms, aiming to enhance learning experiences for children.

The study concluded with the researcher’s recommendations for enhancing technology infrastructure and developing more comprehensive professional development for ECTs. These recommendations may be significant in bridging the gap between classroom realities and Saudi educational policy aspirations, empowering Saudi Arabia's early childhood teachers to create effective, child-centred learning environments. This involved the systematic use of technology and thoughtful, developmentally appropriate integration of digital tools to support individual children’s needs and promote active engagement.