The Digital Divide in Early Childhood Education: A Study of ECE Teachers' Perceptions

Abstract

This study investigates the experiences of early childhood educators (ECEs) in Pakistan, examining the disparity in technology use between public and private schools. Employing Rogers' Diffusion of Innovation and Davis' TAM theories, the research explores teacher perceptions of technology, access to technology resources, and its integration into classrooms. A survey was conducted in tehsil Shorkot, District Jhang, with 250 ECEs (125 each from public and private schools). The findings reveal a significant gap in technology integration. Private schools have superior resources, more technology-proficient staff, and a more positive attitude towards educational technology. Public schools face challenges with limited resources, lack of teacher training, and resistance to adopting new methods. The study proposes solutions to bridge the digital divide. Recommendations include increased government investment in technology resources for public schools, curriculum updates to integrate technological skills, and comprehensive training programs for teachers.