Abstract Digitalisation extends to early childhood education, affecting both indirect (e.g. teamwork) and direct pedagogical work (e.g. using digital media with children). Little is known about the use of Information and Computer Technology (ICT) in teamwork within Early Childhood Education and Care (ECEC) centres. This research aims to fill this gap by analysing the use of ICT in teamwork based on the Will Skill Tool (WST) model. A total of 886 ECEC staff from 160 German ECEC centres took part in this online study. Using hierarchical linear regression models, we explored how ECEC centres and ECEC staff use ICT, along with WST constructs, and how that influences the utilisation of ICT in teamwork. On average, ECEC staff use ICT in teamwork less than once a month, with a high variance between individuals, but a tendency towards agreement about the usefulness of ICT in teamwork. The results show that ECEC staff with further training use ICT in teamwork more often. Higher technical self-efficacy expectations (“Skill”) and positive attitudes towards the use of ICT in teamwork (“Will”) were associated with a significantly higher usage of ICT in collaborative settings. Furthermore, access to computers and technical support (“Tool”) were significantly related to the shared use of ICT. Concerning the WST constructs at the team level, team self-efficacy is more relevant than individual self-efficacy. We found that beliefs moderate the skills of ECEC staff. Technical support appeared to be more important than access to computers. The results support the WST model as an explanatory framework for ICT usage in ECEC staff’s teamwork.
Then et al. (2026) studied this question.