Journal of Global Research in Education and Social Science

Children at the early stage of life require functional educational opportunities to develop their full potentials and become useful members of the society in later years. The use of technology tools in education at a time like this can therefore not be overemphasized. However, teachers that will teach them needs be taken into consideration. This study therefore focuses on ICT competence and attitude of early years educators as well as the perceived benefits and challenges of integrating digital storytelling package in instruction in Southwest, Nigeria. The study adopts a descriptive design of the survey method. A researcher designed questionnaire was used to collect data from the respondents. The instruments were given to experts in Computer science and Educational technology to determine the validity. The reliability of the instrument was determined section by section based on the six major variables using the Crombach alpha. The target population comprised all early scholars’ caregivers/teachers in primary schools in Southwest, Nigeria. Multi-stage sampling procedure was employed to select samples for the study.  In all, one hundred and twenty caregivers were selected from tertiary institution staff primary schools in the six Southwestern states of Nigeria. The findings of the study showed that the respondents generally have low Level of ICT competence and that they have positive attitudes towards integrating digital storytelling in instructional process. The early years education teachers also agreed on the various benefits as well as the challenges to be faced as digital storytelling package is introduced. It was therefore recommended among others that an ongoing training should be provided for teachers to further enhance their ICT competence to ensure that they can effectively integrate digital storytelling and other digital tools into their teaching practices.