Home⇛Journal of Interdisciplinary Perspectives⇛vol. 4 no. 9 (2026)

Stakeholders' Perceptions of Technology Integration on Early Childhood Program Outcomes

Roselle G. Aniceto | Albert P. Bayawa | Marianne M. Andrada

Discipline: Education

 

Abstract:

This study investigated the influence of technology integration on early childhood outcomes, specifically focusing on effective integration for diverse learners, the impact on language and literacy skills, the drawbacks of excessive screen time, and strategies for equitable access. Employing a convergent parallel mixed-methods design, qualitative data were gathered through semi-structured interviews, while quantitative data were collected via researcher-developed questionnaires. The integrated findings demonstrated strong convergence between stakeholder experiences and statistical trends. Qualitative themes identifying the effectiveness of sensory- rich multimedia and interactive applications, such as Khan Academy Kids and Duolingo, were validated by "Strongly Agree" quantitative ratings for early vocabulary (M = 4.23) and high agreement for alphabet knowledge (M = 4.16). Conversely, a critical divergence was noted regarding complex cognitive skills; qualitative "warnings" regarding shortened attention spans and reduced social interaction provided essential context for the lower means in narrative skills (M = 3.99) and the "Neutral" quantitative stance (M = 3.36) toward providing individual devices for every child. Furthermore, the qualitative emphasis on adult mediation converged with quantitative results showing that the most supported strategy for equity was providing continuous technical support for educators (M = 4.16) and embedding technology into the curriculum (M = 4.09) rather than simple hardware distribution. The synthesized evidence suggests that technology's role in ECE is not as a standalone driver of achievement but as a mediated tool whose effectiveness is entirely dependent on a well-supported, educator-led framework. The study concludes that true digital equity and successful literacy outcomes are achieved when schools prioritize systemic, human- centered strategies over hardware access. Ultimately, the cognitive and linguistic benefits of technology can only be sustained if digital engagement is purposefully balanced with non-screen activities to mitigate the social- emotional and behavioral risks identified by stakeholders.



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