The Influence of Teacher Pedagogical Beliefs on Digital Technology Integration in Language Learning in Early Childhood Development in Zimbabwe

This study looks at how teachers' pedagogical beliefs impact the integration of digital technology in early childhood education, particularly focusing on language learning in Zimbabwe. Through a mixed methods approach, blending qualitative and quantitative analyses, the research aims to uncover E.C.D teachers' beliefs regarding digital technology tool integration. A sample of 50 teachers from diverse backgrounds is surveyed using a Likert scale questionnaire, while qualitative insights are gleaned through purposeful interviews with selected respondents. Initial quantitative data analysis is complemented by qualitative narrative exploration, aiming to provide a comprehensive understanding of teachers' perspectives. findings indicate a discrepancy between teachers' positive attitudes towards technology and its limited incorporation in language instruction. Despite recognising its potential to enhance learning outcomes, teachers underutilize digital tools in their teaching practices. The study underscores the importance of additional support and training to bridge this gap and foster more effective integration of digital technology aligned with pedagogical philosophies in Early Childhood Development settings.