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Amaç: Teknoloji insanoğlu için her zaman önemli bir alan olmuştur. Teknoloji hayatımızın her alanını etkilediği gibi eğitim ve öğretim sürecini de etkilemektedir. Özellikle günümüzde teknoloji kullanımı okul öncesi dönemi de içine alacak şekilde yaygınlık kazanmıştır. Bu araştırma kapsamında okul öncesi öğretmenlerinin, erken çocukluk döneminde teknoloji kullanımı ve dijital oyunlara yönelik görüşlerinin incelenmesi hedeflenmiştir. Yöntem: Bu çalışma betimsel tarama modelinde yürütülmüştür. Araştırmanın örneklemini 2018-2019 eğitim-öğretim yılında Kayseri, Kırşehir ve Ankara’da görev yapan 97 okul öncesi öğretmeni oluşturmaktadır. Araştırmadan elde edilen veriler araştırmacı tarafından hazırlanan bir form aracılığıyla elde edilmiştir. Veriler ise SPSS paket programı üzerinden yüzde, frekans ve kestirimsel analizlerle çözümlenmiştir. Bulgular: Çalışma verilerine göre, okul öncesi öğretmenlerinin evlerinde en çok televizyon (%100) ve akıllı telefon (%100), sınıflarında ise internet bağlantısı (%83.5) ve televizyon (%75.3) bulunmaktadır. Araştırma sonuçlarına göre okul öncesi öğretmenleri en çok (%46) sosyal medyada zaman harcamaktadır. Öğretmenlerin çoğu (%66) teknolojiyi temel düzeyde kullanmaktadır. Okul öncesi öğretmenlerinin çoğunluğu (%95.9) etkinliklerinde teknolojiden yararlanmaktadır. Öğretmenlerin büyük bir kısmı çocukların internet kullanmasına (%59.8) ve dijital oyunlar oynamasına karşıdır (%55.7). Sonuçlar ve Öneriler: Araştırma sonuçları okul öncesi öğretmenlerinin okul öncesinde çocukların teknoloji kullanımına karşı oldukları, geleneksel oyunların dijital oyunlara kıyasla çocukların bilişsel, duyuşsal, sosyal, duygusal ve fiziksel gelişimlerini daha çok desteklediğini göstermektedir.
Purpose: Technology has always been important for humans, affecting every aspect of our lives and affecting the education and training process. Especially today, the use of technology has become widespread, including in the preschool period. The purpose of this study is to investigate preschool teachers’ options on technology use and digital games in early childhood period. Design & Methodology: A descriptive research design was used in the present study. The study sample consisted of 97 preschool teachers working in Kayseri, Kırşehir and Ankara in the academic year 2018-2019. The data obtained from the research was obtained through a form prepared by the researcher. The data were analyzed with percentage, frequency and predictive analysis via the SPSS package program. Findings: As a result of the research, the most frequently found technologies in the homes of preschool teachers were television (100%) and smart phones (100%), and the most frequently found technologies in preschool classrooms were internet connections (83.5%) and television (75.3%). The study findings revealed that, preschool teachers spent the most time on social media (46%) compared to other forms of online activities. Most of the teachers (66%) rated their technology skills at a basic level. The majority of the preschool teachers (95.9%) benefited from technology in their classroom activities. Most of the teachers were against children internet use (59.8%) and playing digital games (55.7%). Implications & Suggestions: The results of the research show that preschool teachers are against the use of technology by preschool children and that traditional games support children’s cognitive, affective, social, emotional and physical development more than digital games.
Purpose: Technology has always been important for humans, affecting every aspect of our lives and affecting the education and training process. Especially today, the use of technology has become widespread, including in the preschool period. The purpose of this study is to investigate preschool teacher opions on technology usage and digital games in early childhood period. Design & Methodology: A descriptive research design was used in the present study. The study sample consisted of 97 preschool teachers working in Kayseri, Kırşehir and Ankara in the academic year 2018–2019. The data obtained from the research was obtained through a form prepared by the researcher. The data were analyzed with percentage, frequency and predictive analysis via SPSS package program. Findings: As a result of the research, the most frequently found technologies in the homes of preschool teachers were televisions (100%) and smart phones (100%), and the most frequently found technologies in preschool classrooms were internet connections (83.5%) and televisions (75.3%). The study findings revealed that, preschool teachers spent the most time on social media (46%) compared to other forms of online activities. Most of the teachers (66%) rated their technology skills at a basic level. The majority of the preschool teachers (95.9%) benefited from technology in their classroom activities. Most of the teachers were against children internet usage (59.8%) and playing digital games (55.7%). Implications & Suggestions: The results of the research show that preschool teachers are against the use of technology by preschool children and that traditional games support children's cognitive, affective, social, emotional and physical development more than digital games.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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