KINDERGARTEN TEACHERS’ PERSPECTIVES ON INTEGRATING EDUCATIONAL TECHNOLOGY INTO EARLY LANGUAGE LITERACY

This 21st-century education, where technology is readily available and children are well – versed in operating devices, integrating educational technology in the teaching-learning process makes the lesson interesting to children. The purpose of the study was to investigate kindergarten teachers' perspectives in integrating educational technology on teaching early language literacy in the First Congressional Districts in the Division of Quezon. A descriptive – correlational design was used to which enabled the collection of quantitative data from 106 respondents who were chosen through systematic random sampling. It was guided by 7 issues: the available educational technology tools utilized by kindergarten teachers, the practices of kindergarten teachers in integrating educational technology, the problems/challenges encountered by the kindergarten teachers, the attitudes of kindergarten teachers in integrating educational technology. The findings established that respondents agreed on the available educational technology utilized, agreed on the practices employed, neutral on the problems encountered, agreed on teachers’ attitude in integration educational technology. Hence, there is no significant difference in the perception of kindergarten teachers in the integration of educational technology in teaching early language literacy, has significant correlation on the perception of the respondents on the available educational technology tools utilized and their practices employed and has no significant difference in the problems encountered and their attitude in integrating educational technology. The training design in the integration of educational technology in teaching early language literacy is the output of the study