What are the Factors Influencing Early Childhood Education and Care Teachers' Intent to Use EduTech?: Focusing on the Technology Acceptance Model (TAM)

Objectives The purpose of this study is to analyze the structural relationships between early childhood education and care (ECEC) teachers' technological efficacy, perceived ease of use, perceived usefulness, attitudes toward using EduTech, and intentions to use EduTech. Methods The participants of this study were 558 teachers working at ECEC centers in the Gyeonggi Province, and data were collected through a survey. The data were analyzed using SPSS and AMOS, and we conducted descriptive statistics, confirmatory factor analysis, internal consistency analysis, correlation analysis, structural equation modeling, and bootstrap analysis for testing mediating effects. Results The analysis results showed that ECEC teachers' technology self-efficacy positively affected the perceived ease of use and usefulness of EduTech, and these variables had a positive impact on teachers' attitudes toward using EduTech. Teachers who recognize the ease of use and usefulness of EduTech and have a positive attitude toward it tend to have higher intentions to use EduTech. We also confirmed that perceived ease of use and usefulness, as well as attitudes toward using EduTech, have a positive mediating effect in the relationship between teachers' technology self-efficacy and their intention to use EduTech. Conclusions The research results suggest that, in order to promote the use of EduTech in ECEC contexts, it is essential to enhance teachers' technology self-efficacy and improve their perceptions of the ease of use and educational effectiveness of EduTech, thus encouraging positive attitudes through support and initiatives.