Abstract
Background: Although technology plays a significant role in the development and learning of young children, early childhood development (ECD) practitioners are often under-informed and lack confidence in using information and communications technology (ICT). Aim: Understanding ECD teachers’ acceptance of technology usage is crucial to the implementation and integration of ICT resources. This study examines the perceptions of ECD teachers regarding the use of technology in South Africa’s early childhood classrooms. Setting: A sample of eight Grade R teachers was conveniently and purposefully selected from inner-city ECD centres in Pretoria, South Africa. Methods: A qualitative research methodology was used. Data were collected by using semistructured interviews and classroom observation. This study is grounded in the extended technology acceptance model.