This study aims to explore preschool educators’ attitudes towards to information and communication technology (ICT), its factors and implementation of ICT tools in preschool education by the educators. To this end, a mixed-method research approach was applied, comprising qualitative and quantitative data, collected using survey and field observation. The data, gathered from 58 preschool educators from the north of Portugal, were analysed by SPSS and the qualitative data gathered by five classroom observations analysed by thematic analysis method. Findings indicated that preschool educators have positive attitudes towards ICT integration in education regardless of age, years of teaching experience and attending professional course predictors. Additionally, educators use ICT tools as materials to enhance classroom activities, engage children, and conduct research with them. The results of this study reveal that preschool educators hold positive attitudes toward ICT and actively implement activities using ICT. However, educators are still the main users of ICT in the classroom. It was also observed that as these five classrooms lack the technological infrastructure, the educators usually rely on their personal resources. The lack of ICT resources could affect the independent use of ICT by the children. According to the findings, the study recommends that there are some schools in Portugal that lack ICT infrastructure. In order to overcome this situation, school leaders and policymakers should invest in ICT infrastructure in preschool institutions in Portugal that face a lack of ICT tools.

本研究旨在探讨学前教育工作者对信息通信技术（ICT）的态度、影响因素以及教育工作者在学前教育中ICT工具的使用情况。为此，采用了混合方法研究方法，包括通过调查和实地观察收集的定性和定量数据。使用 SPSS 对来自葡萄牙北部 58 名学前教育工作者收集的数据进行分析，并通过主题分析方法对五次课堂观察收集的定性数据进行分析。调查结果表明，无论年龄、教学经验年限和参加专业课程的预测因素如何，学前教育工作者都对信息通信技术融入教育持积极态度。此外，教育工作者使用信息通信技术工具作为材料来加强课堂活动、吸引儿童并与他们一起进行研究。本研究结果表明，学前教育工作者对信息通信技术持积极态度，并积极开展利用信息通信技术的活动。然而，教育工作者仍然是课堂上信息通信技术的主要用户。另据观察，由于这五个教室缺乏技术基础设施，教育工作者通常依靠个人资源。信息通信技术资源的缺乏可能会影响儿童独立使用信息通信技术。根据调查结果，该研究表明葡萄牙的一些学校缺乏信息通信技术基础设施。为了克服这种情况，学校领导和政策制定者应投资于葡萄牙缺乏信息通信技术工具的学前机构的信息通信技术基础设施。