Teachers’ perceptions of technical affordances in early visual arts education

Suzannie K. Y. LEUNG*, Kimburley W. Y. CHOI

*Corresponding author for this work

Research output: Journal PublicationsJournal Article (refereed)peer-review


This study aimed at exploring kindergarten teachers’ perceptions and usage of digital devices in their classrooms. A multiple case study (n = 4) was conducted to investigate how in-service experienced (n = 22) and novice (n = 24) kindergarten teachers interpreted the functional significance of digital devices, including the needs and challenges faced when applying digital devices in visual arts activities in their classrooms. A non-randomised convenience sampling strategy was used to recruit four local kindergartens in Hong Kong, whose teachers were invited to participate in focus group interviews. In total, 540 min of interview data were collected. We examined the in-service teachers’ perceptions of the affordances of digital devices in terms of (1) transparency, (2) challenge and (3) accessibility. Based on the teachers’ responses in the interviews, the findings indicated issues related to the use of digital devices in terms of these three areas here. The informants shared how their understandings of film language limited their intentions and usage patterns (including frequency of use) with respect to digital videos. Nevertheless, they admitted that digital videos were important tools for facilitating children’s learning and communication with their parents. This study reflects the current situation of technology education in Hong Kong, including how teacher educators perceive the usage and roles of digital videos in early arts education.
Original languageEnglish
Number of pages20
JournalEuropean Early Childhood Education Research Journal
Early online date30 Jun 2023
Publication statusE-pub ahead of print - 30 Jun 2023

Bibliographical note

Funding Information:
The work described in this paper was fully supported by grants from the Research Grants Council of the Hong Kong Special Administrative Region, China (Project No. CUHK 14617421), and the Direct Grant for Research from the Chinese University of Hong Kong (Project No. CUHK 4058083).

Publisher Copyright:
© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.


  • Digital devices
  • technological affordances
  • early visual arts education


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