Vietnamese Preschool Teachers’ Views on Technology Use in the Classroom: Benefits, Barriers, and Measures for Improvement

Abstract

Technology integration in preschool education has gained significant attention in recent years, with educators and researchers exploring its potential to enhance learning outcomes and engage young children. Although some studies have confirmed that teachers' perspectives influence the effectiveness of using technology in preschool classrooms, more research is needed on Vietnamese preschool teachers' views on the topic. This study examined preschool teachers' perspectives on the benefits and feasibility of technology use, obstacles when incorporating technology, and measures to enhance the quality of using technology in the preschool classroom. A quantitative research design was employed, and a questionnaire was administered to 249 preschool teachers in Thua Thien Hue province, Vietnam. The findings indicated that both teacher groups (those in kindergartens meeting national quality standards and those in non-meeting kindergartens) had generally positive perspectives on the benefits and feasibility of technology in the preschool classroom. Technology was perceived as a tool to enhance engagement, bring external resources into the classroom, make activities enjoyable, and support communication with parents. However, there were slight differences between the two groups, with teachers in kindergartens meeting national quality standards having a slightly more positive outlook. Barriers to technology integration included insufficient equipment, lack of technical support, outdated devices, limited training opportunities, and curriculum gaps.