When developmentally appropriate, educational based technology in classrooms can possess many benefits that can enhance student literacy and academic achievement (Alden, 2011). Often times, technology is avoided in classrooms because teachers’ may struggle finding appropriate ways to incorporate it into the lessons and keep students engaged (Cameron, 2015). This study focuses on teachers’ perceptions on the use of technology based educational programs in early childhood classrooms. This study will also investigate how the programming may be used to support early literacy skills. The participants in this study will include teachers participating in technology related professional development. At the completion of training, the teachers will complete surveys about their perceptions towards implementing technology within the classroom. Implications of this research may include a greater understanding of professional development needs for teachers in the area of educational based technology and how to incorporate it within day-to-day curriculum.
