Abstract
The rapid advancement of technology has led to an increased prevalence of digital devices in the lives of young children, who now view these tools as indispensable and valuable components of their everyday routines. Integrating technology-enhanced learning has emerged as a pivotal theme in early childhood education, reshaping the pedagogical approaches in preschool education. Preschool education is a critical stage for fostering foundational knowledge and a curiosity for scientific concepts. The role of technology in facilitating this educational journey has gained prominence in recent years. Therefore, this study explores preschool teachers' perspectives on integrating technology into basic science instruction for young children. This aims to examine preschool teachers' attitudes towards integrating technology in Basic science education and investigate the perceived benefits of technology integration in Basic science education from the perspective of preschool teachers. The study employed a survey approach. The survey used a 4-point Likert scale to elicit information from 63 preschool teachers. Responses from the data collected were analyzed using descriptive statistics, t-tests, and Pearson correlations. The study findings reveal a positive attitude of preschool teachers towards integrating technology-enhanced learning into basic science. The mean score shows the preschool teacher found technology to be a valuable tool for enhancing the learning experience in basic science (x̄ = 3.65), technology in basic science lessons at preschool can make learning more engaging for young children (x̄ = 3.67), integrating technology into Basic science education is essential for preparing preschoolers for the digital age (x̄ = 3.46), and the preschool teacher perceives technology as a valuable resource for adapting my teaching methods to the individual needs of preschool students (x̄ = 3.52). Furthermore, the findings show a strong positive and statistically significant correlation (r =.608, p =.00) between teachers' attitudes and perceived benefits of technology integration in preschool science. Conclusively, the study shows that preschool teachers hold a positive attitude toward integrating technology-enhanced learning into preschool Basic science education and recognize its benefits for student learning outcomes. Based on the result, the study recommends prioritizing professional development for teachers to improve their technological skills and pedagogical approaches and allocating resources for educational technology tools.