ICT Didactics and Family Involvement in Early Childhood Education: Teachers’ Perceptions via the CPPNTRFE Questionnaire
Keywords:
ICT; family involvement; Early Childhood Education; CPPNTRFE; teachers.Abstract
The rise of information and communication technologies (ICT) has transformed the ways in which families and schools interact. However, questions remain regarding the level of awareness and appreciation that Early Childhood Education teachers attribute to these digital resources. Based on the Perception Questionnaire on ICT and Family-School Relationship (CPPNTRFE) validated by Rabal et al. (2021), the instrument was administered to a simulated sample of 52 teachers from the Region of Murcia (90% women; public and semi-private schools). The general objective was to analyze teachers' perceptions regarding the use of ICT as a means of communication and participation with families. It was hypothesized that older teachers (≥ 35 years) would score significantly higher, consistent with previous studies on family collaboration. Data were processed using SPSS 28.0, including descriptive statistics, Cronbach's alpha, and t-tests. Preliminary results indicate a high perceived value of ICT potential (M ≈ 43/56), excellent reliability (α > .90), and significant differences in favor of the older age group. Implications for teacher training and the integration of digital resources in school participation plans are discussed.
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