The Reality of Employing Modern Educational Technologies to Develop some Mathematical Concepts in Early Childhood from the Perspectives of Early Childhood Teachers in Makkah Al-Mukarramah
Author:
Lena Mishal Ibrahim Al-Matrfi
1,
Prof. Majed Abdallah Alharthi
2
Master’s researcher in Educational Technologies (e-Learning), Department of Learning Design and Technology, University of Jeddah, Kingdom of Saudi Arabia
1
Professor of Learning Design and Technology, Department of Learning Design and Technology, University of Jeddah, Kingdom of Saudi Arabia
2
doi.org/10.52132/Ajrsp.e.2026.90.2
This study aimed to examine early childhood teachers’ self-reported use of modern educational technologies in developing certain mathematical concepts. A descriptive survey design was employed, and a questionnaire was administered to 234 early childhood teachers. The findings revealed a high level of self-reported use of modern educational technologies in developing mathematical concepts (M = 3.95, SD = 1.03). Teachers also reported a high level of perceived importance of using these technologies to support children’s mathematical concept development (M = 4.07, SD = 0.99). In addition, perceived barriers to using modern educational technologies were rated as high (M = 3.94, SD = 1.08), indicating challenges that may limit their effective integration into teaching practices. The study recommends providing workshops and training programs to enhance teachers’ effective use of modern educational technologies, encouraging their integration into classroom practices to promote children’s engagement and motivation to learn, using the Early Childhood Developmental Learning Standards Guide as a reference for developing mathematical concepts, and creating supportive learning environments by providing the materials, and technological resources for effective implementation.
Keywords:
modern educational technologies, mathematical concepts, female early childhood teachers.
Academic Journal of Research and Scientific Publishing
