DETERMINATION OF TECHNOPEDAGOGIC COMPETENCIES OF PRE-SCHOOL TEACHERS

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In the digital age, it is very important for students to acquire digital citizenship as well as 21st century skills. The usage of technology in preschool education, which is known as the first step of formal education, is still under discussion but accepted by a growing population day by day. It is known that technology increases opportunities when used effectively and correctly, but brings also many challenges with misuse and may cause negative effects such as obesity due to decrease in physical activity level. For this reason, it is thought that preschool teachers need more technopedagogical field knowledge which uses technology, pedagogy and field knowledge together than any other teachers. In this descriptive study, technopedagogical competences of 1169 pre- school teachers working in official schools of Ankara Provincial Directorate of National Education were examined by using relational survey model. It was questioned whether the technopedagogical qualifications of the teachers participating in the study differed according to their education level (undergraduate and graduate) and professional seniority. It was seen that pre-school teachers had undergraduate and graduate degrees and their professional seniority had no effect on Technopedagogical competences. As a conclusion, although technology hasn’t been used in preschool classrooms as much as other schools, preschool teachers have high levels of technopedagogical competence which does not depend on education level and seniority.

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Technopedagogical , preschool , physical activity level , qualification

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi