The 21st century regards technological skills as crucial for development and stimulating learning, particularly for young learners in the formation stages. However, resource disparity between developed and developing countries compromises the quality of technology-aligned benefits and perpetuates existing inequalities experienced in different contexts. Teachers’ dearth of technological skills and knowledge also contributes to the limited use. This study explored teachers’ perceptions of the use of technology in teaching early childhood learners from selected primary schools in the Agege Local Government area of Lagos State, Nigeria. The study hypothesised that the psychological perceptions of the teachers concerning technology are likely to impact their teaching mode for early childhood learners. The researchers administered 100 questionnaires to gather data from the respondents and performed the Cronbach’s alpha reliability test to validate the originality of the study results. Furthermore, the study used the structural equation model techniques in the analysis to enhance reliability and validity. The results showed a positive but not significant relationship between the teachers’ perceptions and the use of ICT. The study suggests that the government provide in-service and continuous training for primary school teachers regarding ICT skills, which will benefit young learners. The government should also provide age-appropriate resources to enhance teachers’ productivity in introducing technology for young learners.

Keywords: Teachers, Perception, Technology/ICT, Teaching, Primary school