Hong Kong kindergarten teachers’ perceptions of using digital apps in STEM teaching and learning

This study aims to investigate Hong Kong pre-service and in-service kindergarten teachers’ perceptions of using STEM-focused digital Apps in teaching and learning. Questionnaires were distributed to 128 pre-service (N=49) and in-service (N=79) kindergarten teachers and interviews were held with two participants with experiences of using STEM apps in teaching and two without relevant experiences. Perceived benefits were reported to include increasing children’s learning motivation and curiosity, as well as visualizing and simplifying the STEM concepts in an attractive way. Teachers also reported the limitations, including children’s eye health, discipline problem, learning gap, and the lack of professional training, school support, and equipment. Both pre-service and in-service kindergarten teachers were found to have positive attitudes towards the use and the effectiveness of STEM apps in teaching, although discrepancies were found between participants with and without experiences of using STEM apps in teaching. Drawing upon the results, recommendations such as the provision of professional training, workshops, implementation guidelines, and sufficient equipment were suggested to enhance Hong Kong kindergarten teachers’ confidence and perceptions of using digital apps in STEM teaching and learning.