ABSTRACT
A body of research is emerging on early childhood education teachers’ views on the integration of digital technologies in their practice. Despite evidence of the digitalisation of homes in affluent societies and children’s interactions in highly mediated digital environments, few teachers so far have integrated digital devices into a play-based pedagogy. Thus, this project aimed to examine the attitudes and aptitudes towards digital devices of teachers in their personal lives and professional practice in five countries (England, Luxemburg, Malta, Greece and Kuwait). An online survey designed to collect broad-scale data was followed by focus group interviews. The findings demonstrated that although teachers are digitally competent in their personal lives, there is a dominant ideology regarding the nature of play-based pedagogy that hinders the integration of digital devices into their practice.
