The influence of TPACK contextual factors on early childhood educators' tablet computer use

Tablet computers are increasingly becoming commonplace in classrooms around the world. More than half of early childhood educators in the U.S. now have access to tablets, making it imperative to understand how they are using the device and what influences such use. The current study draws on survey data from 411 preschool educators serving 3- to 5-year-olds in school-based, center-based, and Head Start preschool programs to investigate how TPACK contextual factors (e.g., student background, teacher attitudes, and school support) influence teachers' traditional and student-centered tablet computer practices. Results suggest that teacher-level factors-especially positive attitudes toward technology-are most influential. Overall, this study emphasizes the need for preschool teachers and teacher educators to understand and address the critical contextual factors of tablet computer use in preschool education. Implications for education policy include expanding traditional funding models beyond technology access to provide on-going educator support, and developing new initiatives that encourage novel professional development models based on the same learned-centered practices that teachers are encouraged to use themselves. Explores contextual TPACK factors and early childhood educator tablet computer use.Teachers of low-income students use tablets more for student-centered learning.Attitudes and confidence consistently predict teachers' tablet computer integration.School support predicts teachers' use of tablets in student-centered practices.Teachers use diverse apps, but primarily literacy, STEM, and general education apps.