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Modeling Training Using Information and Communication Technologies in Early Childhood Education with Functional Diversity: The Case in Spain

Year: 2025
Type: article
Study design: Observational Study
Abstract: (1) Background: The objective of this study was to verify a model proposed adapted to the case of teachers working in the field of early childhood education of children with functional diversity. The model analyses the relationship between the perceptions, use, and necessity of Information and Communication Technologies (ICTs) and the level of ICT training. (2) Methods: Snowball sampling was used to acquire a random sample of 254 in-service teachers working in early childhood education centers including children with functional diversity in Andalusia (Spain). A partial least squares–structural equation model was developed. (3) Results: A positive relationship between teachers’ perceptions of ICTs and their use was found, corroborating the findings of previous studies on pre-service teachers working with students with functional diversity. However, unlike previous studies, no significant relationship was found between ICT use and needs and the level of ICT training. The novelty of this study is that the participants are in-service teachers, the education context is early childhood, and the model includes age as a control variable, which had a negative impact in this case in Spain. (4) Conclusions: The importance of improving teacher training to optimize the use of ICTs is emphasized. The professionals interviewed highlighted the need for early assessments and increased material and human resources in public educational institutions. The urgency of administrative restructuring to expedite the delivery of financial aid and the recruitment of more specialized professionals is underscored.
DOI: 10.3390/educsci15060658
Language: English
Open Access status: gold
Estimated APC paid: $2,172
OpenAlex ID: W4410839718
FWCI:
Cites: 52
Cited by:
Related to: 10