随着信息技术的不断普及，信息技术已经成为人们日常生活不可缺少的一部分，在教育领域也受到了很大的关注。信息技术与教育的整合早已不是什么新的概念，但是在学前领域的研究还很有限。本研究从教师在教育教学中使用信息技术、支持与指导幼儿使用信息技术以及面向幼儿开展信息技术方面的教育三个维度界定在学前教育中整合信息技术的涵义，采用问卷调查法，对北京地区163名幼儿教师在教育中整合信息技术的情况进行了调查，并使用SPSS21.0进行描述统计、卡方检验、方差分析和多元回归分析，旨在回答以下问题：1.北京地区的幼儿园班级中信息技术设备的配备现状；2.幼儿教师在教育中使用各类信息技术设备的现状；3.不同维度上幼儿教师整合信息技术的现状；4.幼儿教师在教育中整合信息技术的影响因素。 研究结果发现：1.北京地区幼儿园60%以上配备了传统媒体设备、交互式多媒体设备、录摄设备和电脑；30%左右配备了平板电脑和智能手机。中心区域与非中心区域的配备情况几乎没有差别，但普惠性幼儿园要显著差于公立幼儿园和私立幼儿园。2.在各类信息技术中，幼儿教师最常使用的是电脑，最少使用的是智能玩具，其他信息技术设备的使用介于两者之间，且差异不大。信息技术的各种功能中，幼儿教师最常使用呈现图片、播放音乐视频的功能，具有技术特色的功能的使用有限。3.幼儿教师最常在教学中使用信息技术，其次是支持幼儿使用信息技术，对幼儿进行技术教育的情况最少。4.教师感知到的支持（包括技术的培训、指导及同事之间的互助）在整合信息技术的各个维度都能发挥影响，且影响程度最大；教师在教育中使用信息技术的态度能影响在教学中使用信息技术维度及支持幼儿使用信息技术维度；信息技术的基础设施状况能影响在教学中使用信息技术维度；教师7-10年教龄能影响支持幼儿使用信息技术维度；教师在教育中整合信息技术的能力对幼儿教师在教育中整合信息技术的各个维度的影响都不显著。

With the continuous popularization of Information and Communication Technology (ICT), ICT has become an indispensable part of people's daily life, and has also received great attention in the field of education. The integration of ICT and education is no longer a new concept, but research in the pre-school field is still limited. This study defines the meaning of integrating ICT in preschool education from the three dimensions of teachers' use of ICT in education and teaching, support and guidance of children's use of ICT, and education for children in ICT. The questionnaire survey method is used in Beijing. 163 preschool teachers surveyed the integration of ICT in education, and used SPSS21.0 for descriptive statistics, chi-square test, analysis of variance and multiple regression analysis to answer the following questions: 1. Kindergarten classes in Beijing area The status quo of ICT equipment; 2. The status quo of the use of various types of ICT equipment by kindergarten teachers; 3. The status quo of ICT integration of kindergarten teachers in different dimensions; 4. The influencing factors of children's teachers integrating ICT in education. The research results show that: 1. More than 60% of kindergartens in Beijing are equipped with traditional media equipment, interactive multimedia equipment, recording equipment and computers; about 30% are equipped with tablets and smart phones. There is almost no difference between the central and non-central areas, but inclusive kindergartens are significantly worse than public and private kindergartens. 2. Among all kinds of ICT, the most commonly used children's teachers are computers. The least used are smart toys. The use of other ICT equipment is somewhere in between, and the difference is not big. Among the various functions of ICT, preschool teachers most often use the functions of presenting pictures and playing music videos, and the use of features with technical features is limited. 3. Preschool teachers use ICT most often in teaching, followed by supporting children's use of ICT, and the least technical education for young children. 4. The support felt by teachers (including technical training, guidance and mutual help between colleagues) can exert influence in all dimensions of integrated ICT, and the impact is the greatest. Teachers' attitude towards the use of ICT in education can influence the use of ICT in teaching and supporting children’s use of ICT. The state of ICT infrastructure can affect the use of ICT dimensions in teaching. Teachers' teaching experience of 7-10 years can influence the dimension of supporting children to use ICT. Teachers' ability to integrate ICT in education has no significant influence on preschool teachers' integrating ICT in education.