Abstract Recent research has indicated that digital technologies can offer young children valuable opportunities to create meaning through various forms of visual arts content. However, many teachers remain uncertain about how to effectively integrate digital technologies in kindergarten settings. This study aims to explore the attitudes and competencies of in-service kindergarten teachers regarding the role of digital technologies in visual arts integration, utilizing the Technology Acceptance Model (TAM). We employ a mixed-method approach, starting with an online survey ( N = 425) to assess teachers’ behavioral intentions, perceived usefulness, perceived ease of use, job relevance, and external control related to digital technologies in visual arts integration. Additionally, an interview study ( N = 12) delves into how teachers adapt their practices to incorporate digital technologies in early visual arts classrooms based on TAM principles. The results reveal that the factors influencing technology adoption, i.e., usefulness and ease of use, are viewed similarly by teachers, irrespective of their experience or professional training. However, veteran teachers report encountering more challenges and resource limitations than novice teachers. Overall, kindergarten teachers are more inclined to use digital devices when they find them easy to operate or when specific tasks necessitate their use in visual arts integration. These findings have the potential to inform future curriculum reforms, promoting greater integration of digital arts in Hong Kong kindergartens and enhancing the teaching and perception of visual arts both locally and internationally.
Leung et al. (Fri,) studied this question.