Preschool Teachers and Digital Technologies: Evidence of a U-Shaped Experience Effect

Abstract

Research on digital technologies (DT) in early childhood education rarely explores how teachers’ attitudes differ by career stage or whether adoption follows non-linear paths. This cross-sectional survey of 535 Czech preschool teachers examined four domains: attitudes, parent engagement, perceived benefits, and tool use. Results revealed clear differences across career stages, including a U-shaped trend: initial enthusiasm among novices, a decline in early mid-career, and renewed—though more selective—uptake among later-career teachers. These findings extend international debates beyond the “digital native–immigrant” divide by showing how career stage shapes DT adoption. They also highlight the need for tailored professional development: structured mentoring for novices, reflective and evidence-based support for transitional teachers, leadership roles for mid-career staff, and concise, context-relevant training for late-career teachers. Although the study was conducted in the Czech Republic, the results are discussed against evidence from Asia, Africa, and Europe, underscoring their global relevance and suggesting directions for cross-national and longitudinal research.