Digital educational resources in early childhood education

Abstract

The impact of technology on children aged 3 to 6 is evident in both the family and educational contexts, where teachers play a fundamental role in the selection, use and creation of digital resources and teaching materials. This study aims to analyse teachers' views on the didactic and organisational uses of technology in general and Digital Educational Resources in particular, their training and assessment after their introduction and implementation in the Early Childhood Education stage. In this qualitative study, a semi-structured interview was used to collect information from 15 teachers who work in the Second Cycle of Infant Education in the Community of Valencia, the Canary Islands and Galicia. The results show agreement among the teachers, regardless of the Community, regarding the differences perceived in the use of technology by the youngest children in the two primary socialisation contexts, school and home; the identification of the factors that limit or promote the integration of technologies in the classroom and the assessment of digital educational resources as a motivating element in the teaching/learning process, but which coexist with manipulative resources in hybrid environments. In short, the digital transformation process of schools seems to lag behind social reality and depends mainly on teacher training and attitudes.