Exploring teachers' acceptance of phonics learning applications in preschool education: An educational psychology narrative review

Abstract

The purpose of this narrative review is to examine the factors that contribute to teacher's acceptance of phonics applications for preschool education from an educational psychologist's viewpoint, specifically examining the factors which influence teacher's decision to accept and utilize these tools. Phonics applications are being utilized more frequently in order to support early literacy; however, acceptance of these tools by teachers varies. Factors influencing teachers' acceptance include concerns about the developmental appropriateness of technology in preschool settings, the potential for overuse of screen time during preschool, the lack of confidence among teachers in utilizing technology, and their belief in play-based pedagogy. Although there is extensive literature regarding technology acceptance, there is limited research on educational psychology factors in preschool phonics settings. As a result, a narrative review of existing empirical and theoretical literature in education, educational psychology, and educational technology databases was conducted along with a screening of reference lists. Teacher acceptance of phonics applications is a fourth-order process comprising five factors: the perceived usefulness of phonics application to teachers' teaching practices; perceived ease of use for the teachers; pedagogical beliefs concerning the phonics application and its implementation into their instructional practices; self-efficacy as a phonics application user; and emotional reaction to technology use. The ideas behind phonics apps (that they could be more engaging than traditional methods, and could allow for more personalized instruction) could be a boon in the classroom, but there still is some contention over preschool development and further long-term research is needed on these issues as well. The current review synthesizes the intersection of educational psychology and early literacy technology research by providing timely information needed by researchers and policy makers to develop policies and programs to help equip early childhood educators with the necessary skills to incorporate phonics applications into the early childhood curriculum.