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Dijital okuryazarlık 21. yy becerileri arasında yer alan, bireylerin doğru bilgiye kolay, hızlı ve etkili bir şekilde ulaşması için gerekli olan çağın en önemli becerilerinden biridir. Bu araştırmanın amacı okul öncesi öğretmenlerinin dijital okuryazarlık ile ilgili görüşlerini ortaya koymaktır. Araştırmada nitel araştırma yöntemlerinden durum çalışması deseni kullanılmıştır. Araştırma doğu Anadolu bölgesinde bulunan bir ilde kartopu örnekleme yöntemiyle ulaşılan 20 öğretmenle yarı yapılandırılmış görüşme formu aracılığıyla toplanan verilerle gerçekleştirilmiştir. Verilerin analizinde içerik analizi yöntemi kullanılmıştır. Sonuç olarak okul öncesi öğretmenleri, dijital okuryazarlığın faydalı olduğu, çocuğun gelişimine katkıda bulunduğu, dijital okuryazarlık eğitimlerinin verilmesi gerektiğini ifade etmiştir. Dijital materyallerin okul öncesi eğitimde olmaması gerektiğini ifade eden öğretmenler de olmuştur. Güvenli dijital alet kullanımı için çocuklara sosyal çevre oluşturulması gerektiği, içerik denetimlerinin arttırılması, çocukla oyun oynama ve çocukla kitap okuma gerektiği ifade edilmiştir. Öneri olarak dijital çağda bilginin daha güvenilir, kolay ve hızlı elde edilmesi için çocuklara, öğretmenlere ve ailelere dijital okuryazarlık eğitimi verilmesi önerilebilir.
Digital literature is one of the 21st-century skills, one of the age-important skills that individuals need to get to the right information in a easy, fast and effective way. The aim of this research is to reveal the views of pre-school teachers on digital literature. In the research methods of quality research has been used the situation study design. The research was carried out with data collected through a semi-configured conversation form with 20 teachers achieved by the sample method of a province in the eastern Anadolu region. In the analysis of data, the content analysis method was used. As a result, pre-school teachers expressed that digital literature is useful, that it contributes to the development of the child, and that digital literature education should be provided. There were also teachers who said that digital materials should not be in pre-school education. It has been stated that children need to create a social environment for safe use of digital tools, enhance content controls, play with children and read books with children. As a suggestion, it is recommended that children, teachers and families be educated in digital literature in order to gain information more reliably, easily and quickly in the digital age.
Digital literacy is one of the most important skills of the 21st century that is necessary for individuals to access the right information easily, quickly and effectively. The aim of this study is to reveal the views of preschool teachers about digital literacy to children. Case study design, one of the qualitative research methods, was used in the study. The research was carried out with the data collected through semi-structured interview form with 20 teachers who were reached by snowball sampling method in a province in eastern Anatolia. Content analysis method was used in data analysis. As a result, preschool teachers stated that digital literacy is beneficial, contributes to the development of the child, and digital literacy education should be given. There were also teachers who stated that digital materials should not be in preschool education. It was stated that social environment should be created for children to use safe digital devices, content control should be increased, children should play games and children should read books. As a suggestion, digital literacy education can be suggested to children, teachers and families in order to obtain information more reliably, easily and quickly in the digital age.
Field : Eğitim Bilimleri
Journal Type : Ulusal
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