Factors influencing digital technology use in early childhood education

• Uses path modeling to examine early childhood educators' use of technology.
• Attitudes have the strongest direct effect on use.
• Student SES has the strongest direct effect on attitudes.
• Support, having a technology policy, and teaching experience influence use.
• Attitudes and confidence mediate the relationship between use and other factors.

The current study uses path modeling to investigate the relationship between extrinsic and intrinsic factors that influence early childhood educators' digital technology use. Survey data from 1234 early childhood educators indicate that attitudes toward the value of technology to aid children's learning have the strongest effect on technology use, followed by confidence and support in using technology. Additionally, student SES has the strongest effect on attitudes, while support and technology policy influence teacher confidence, which in turn influences attitudes. In contrast, more experienced teachers have more negative attitudes. Overall, the study provides the first path model investigating early childhood educators' technology use and provides practical considerations to aid teachers' use of technology in the classroom.