Technology adoption in early years education has been a consistent dilemma for teachers. Although research about the ill effects of technology use on school-going children prompts teachers to delay introducing technology in the early years, the need to prepare children for future schooling and the classroom productivity benefits prompt early years teachers to consider technology use. The COVID-19 global pandemic did not offer schools or pre-K nurseries in Dubai much time to train teaching staff to deliver lessons virtually; however, some teachers excelled at deploying technology while others faltered. In this context, the question of whether teachers' backgrounds played a role in technology adoption emerged and led to this research study. Specifically, this study explored how the cultural and educational backgrounds of teaching staff influenced their technology adoption. This study focused on early childhood education, where technology adoption historically has not been as prevalent as in K-12 schools. This qualitative research involved observations of 24 adults teaching staff using technology during eight lessons across two early years nursery settings in Dubai. Following the lesson observations, each participant completed Hofstede's cultural compass questionnaire, self-declared their educational backgrounds, and were interviewed by the researcher. The data originating from the questionnaires were analyzed using a deductive analysis process and two theoretical frameworks. What technology was observed being used was analyzed through the lens of Rogers' diffusions of innovations framework and participants' cultural backgrounds were analyzed using Hofstede's cultural dimensions framework. Any significant deviations in the Hofstede cultural compass questionnaire between the participants' cultural background and their home country cultures were further explored during the interview. The qualitative data generated from the participants' interviews were then analyzed through an inductive analysis process. This study contributed to the existing literature on the relationship between early years teaching staff's cultural and educational backgrounds and their technology use. It also provided a platform for early years teaching staff whose voices are often unheard. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]