Research Article

Teachers’ ICT use, training, and benefits in preschool education for autistic children in Spain

Dulcenombre de María Fernández-Montoro 1, Juan Manuel Trujillo-Torres 1, María Dolores Benítez-Márquez 2, Carmen Rocío Fernández-Fernández 3 *
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1 Department of Didactics and School Organization, University of Granada, Spain.2 Department of Applied Economics (Statistics and Econometrics), University of Málaga, Spain.3 Department of Didactics and School Organization, University of Granada, Spain. * Corresponding Author
Contemporary Educational Technology, 18(3), July 2026, ep653, https://doi.org/10.30935/cedtech/18514
Published: 23 July 2026
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ABSTRACT

This study addresses the training, benefits, and use of information and communication technology (ICT) by early childhood education (ECE) teachers working with children with autism in Andalusia, Spain. Specifically, it analyzes the impact of perceptions regarding the use and benefits of ICT on teacher training, in a context where digital transformations require specific skills and training. A snowball sampling method was used to collect data from 254 active teachers in early childhood education centers with autistic children. The data were analyzed using a partial least squares structural equation model. Additionally, control variables such as age, years of teaching experience, and years of experience with autistic children were included. The final model revealed that perceptions of the use and benefits of ICT have a positive impact on teacher training. Furthermore, years of experience in early childhood education with autistic children positively influenced training, while age had a negative impact. Teachers highlighted the need for equitable interventions and the importance of ensuring the presence of specialized teachers in autism in all educational centers. The study emphasizes the importance of teacher training in ICT to improve the education of children with autism. It highlights the need for specific resources, digital platforms, and specialized personnel in educational centers. It also underscores that, just like normotypical students, children with autism must be guaranteed access to quality education provided by qualified professionals.
Keywords: autism, information and communication technologies, teacher training, early childhood

CITATION (APA)

Fernández-Montoro, D. D. M., Trujillo-Torres, J. M., Benítez-Márquez, M. D., & Fernández-Fernández, C. R. (2026). Teachers’ ICT use, training, and benefits in preschool education for autistic children in Spain. Contemporary Educational Technology, 18(3), ep653. https://doi.org/10.30935/cedtech/18514

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