Research Information System
Thesis Type: Postgraduate
Institution Of The Thesis: Gazi University, Gazi Eğitim Fakültesi, Bilgisayar Ve Öğretim Teknolojileri Eğitimi, Turkey
Approval Date: 2023
Thesis Language: Turkish
Student: MUKADDES BÖLÜK YILDIRIM
Supervisor: Bilal Atasoy
Abstract:
Nowadays, with the spread of technology, technological devices have become
used in all areas of our lives. Children are born and grow up with the ease and
speed provided by technology. From the first years of life, they use
technological tools such as phones, tablets and computers. They need adult
support in this regard. Preschool teachers who provide this support in the pre-school
period have a important. Teachers' proficiency in technology, the attitudes
they develop and their views on technology are very important in guiding
children correctly. This research aimed to examine the relationship between
preschool teachers' technology self-efficacy, their attitudes towards the use
of technological equipment and their level of acceptance towards technology.
For this purpose, the exploratory sequential mixed method, in which
quantitative and qualitative research designs are used together, was used. The
study population consists of preschool teachers working in schools affiliated
to the Ministry of National Education throughout the country in the 2021-2022
academic year. The sample group consists of 118 preschool teachers whose data
were collected. The data were collected in two stages, face-to-face and online.
Face-to-face data were obtained by interviewing teachers working in the province
of Ankara. Online data were collected from preschool teachers working all over
the country. Teachers were randomly selected from schools. For quantitative
data, the Technology Use in Early Childhood Education Questionnaire created by
Wartella in 2013, the Technology Use in Education Self-Efficacy Scale (ETKÖ)
developed by Doğru in 2014, and the Attitude towards the Use of Technological
Tools in Preschool Education (OÖETTÖ) developed by Kol in 2012 scale was used. In line with the total scores obtained from the scales, a
sub-sample group of 18 people was formed to collect qualitative data. This
group was asked 4 semi-structured interview questions including teachers'
opinions about technology, how they use technology in education, and their
self-criticism about technology. While 90% of the participants emphasized that
the use of technology in pre-school education should definitely be implemented,
it was also seen that their professional and personal technology use
competencies were limited to their use in the classroom. It was concluded that most of the participants (90%) were
limited to the training they received in the field of technology use in
education, individual training and attending workshops. Approximately 66% of the institutions they work with do
not provide any training on the use of technology in education. After the
interview questions posed to the sub-sample group, it was concluded that the
participants had high technology use self-efficacy beliefs, developed a
positive attitude towards using technology, and the relationship between them
directly affected their technology use.