The role of educational technology in improving the learning skills of kindergarten children from the teachers' perspective

Abstract

This study aimed to analyze and evaluate the impact of utilizing educational technology in enhancing the learning skills of kindergarten children in El-Beida, Libya. The research adopted an analytical-procedural methodology, employing a survey distributed to a random sample of 150 kindergarten teachers representing 40 different institutions. The study was structured around four primary axes: demographic characteristics, the role of teachers in integrating modern technology, professional teacher experience, and the challenges or obstacles hindering effective technology implementation. The theoretical framework focused on identifying educational technology as a fundamental tool for developing cognitive, social, and emotional abilities through discovery-based learning. Statistical analysis using SPSS and the ANOVA test revealed that modern technology contributes to improving learning skills by more than 50% of the relative weight. Teacher experience was found to account for over 30% of the total weight, showing a strong correlation between professional expertise and the quality of technology employment in the classroom. Meanwhile, challenges and obstacles represented a 20% impact, exerting a negative statistical influence on the overall effectiveness of the educational process. The study successfully validated its main hypotheses regarding the positive role of technology and experience, as well as the significant presence of barriers like lack of training and infrastructure deficiencies. Consequently, the research recommends the necessity of institutionalizing educational technology in early childhood settings and intensifying specialized training programs for teachers. It also emphasizes providing technical and financial support to overcome infrastructure barriers and reducing administrative burdens to allow for better activity planning.