Teachers’ Perceptions of the Usefulness and Ease of Use of Digital Platforms in Foundation Phase Education

Abstract

While digital platforms offer various opportunities to improve the learning experience, it also brought considerable challenges that had to be tackled to guarantee its effectiveness and responsible application in the Foundation Phase (FP). Therefore, this study examined the impact of digital platforms on academic achievement and engagement among foundation phase learners. Technology Acceptance Model underpinned the study. This study applied qualitative research method. The population for this study comprised 9 Foundation Phase teachers and 3 principals. Nine Foundation Phase teachers and three principals were purposively selected from three schools, with three teachers selected per school. Data were collected through face-to-face interviews. Data were thematically analysed. This study applied the Technological Acceptance Model (TAM) as the theoretical framework. The outcome of this study was to help learners, teachers, and parents produce suitable strategies to utilise while using digital platforms as a form of learning material. The recommendations made in this study emphasise the need for early and equitable access to age-appropriate technology, adequate infrastructure, and sustained institutional support to ensure effective technology integration in early childhood education. Together, continuous professional development, further teacher training, and strategic partnerships are essential for maintaining teachers’ technological competence and ensuring the long-term sustainability of technology-mediated teaching and learning.