Abstract:

Abstract In the preschool period, when the foundations of children's academic success are laid  the integration of technology in the teaching process and in connection with this educational competencies are of great importance. In the digital age where education cannot be separated from technology, preschool teachers needs appropriate pedagogical approaches that will bring the subject area together with technology. In this case the TPACK (Technological Pedagogical Content Knowledge) model which is a guiding model for educators comes to the fore. The aim of this study is to reveal the use of technology by preschool teachers and their use of technology in the teaching process and to try to determine the perceptions of preschool teachers about TPACK competencies in the context of various factors. The participants of the study consist of 14 preschool teachers working in kindergarten in Gaziantep. As a data collection tool a semi-structured interview form created by the researchers was used and the data were tried to be interpreted with content analysis and descriptive analysis methods. As a result of the study, the current situation of preschool teachers regarding the use of technology was revealed with detailed descriptive analyzes. In addition, according to the findings obtained as a result of the content analysis it was determined that the TPACK perceptions of preschool teachers were generally shaped in the dimension of pedagogical content knowledge. Finally, it was concluded that the use of TPACK in the teaching process had many positive effects.

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