Özet:

Purpose: The aim of this research was to examine the purpose of preschool teachers' use of technology in teaching in terms of technology self-efficacy levels. For this aim, the technology self-efficacy of preschool teachers was evaluated according to age, professional seniority, and learning level independent variables. Design/Methodology/Approach: The study is a mixed-method research in which quantitative and qualitative research patterns are used together. Since the quantitative data in the data collection process were predominant, the explanatory mixed-method was used. The working group of the study consisted of preschool teachers working in Istanbul. 80 preschool teachers were included in the quantitative dimension of the research. Participants included in the qualitative dimension of the research were identified through outlier sampling. According to this, teachers in the general sample group created for the research were directed to the Use of Technology in Education Self-Efficacy Scale [TESS] developed by Doğru (2014). Then, four participants with the highest and lowest scores from this scale were determined for the qualitative dimension. Semi-structured interview questions developed by the researchers were directed to the determined sub-sample group. The statistical significance of the difference between TESS scores of preschool teachers and independent variables was evaluated with the SPSS program. On the quantitative data, respectively, Kolmogorov Smirnov normality test, descriptive statistics, and one-way analysis of variance were carried out. Inductive content analysis was made in the analysis of qualitative data. Findings: As a result of quantitative data analysis, it has been determined that all preschool teachers have firm self-efficacy beliefs in technology use in teaching. In addition, it was found that the technology self-efficacy of preschool teachers did not differ significantly according to age, professional seniority, and education level. On the other hand, findings obtained from qualitative data analysis showed that teachers with high technology self-efficacy present their purpose of using technology in a more purposeful and reasoned way. Highlights: Teachers with high technology self-efficacy have referred to the themes of providing motivation, continuity, participation, strengthening participation, and justification. These results are discussed based on the available literature, and various recommendations are presented in the context of preschool education.

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