Examining Digital Competencies of Preschool Teachers

Abstract

The aim of this study is to determine the digital competence levels of preschool teachers, reveal the extent and manner in which they use digital tools in educational processes, and examine the factors influencing their digital skills. As this research focuses on analyzing the digital competences of preschool teachers, it employs a descriptive qualitative case study approach based on presenting the current situation as it is. The interview method was used to explore preschool teachers' perspectives on their digital competences. Data were collected through semi-structured interviews conducted with 10 preschool teachers working in Samsun during the 2023-2024 academic year. Content analysis, one of the qualitative analysis methods, was used to analyze the data. This study examined preschool teachers' digital competences, the use of digital tools in education, and the challenges encountered. While digital technologies offer advantages such as providing material diversity, increasing children's interest, and fostering early technology adaptation, issues like technological infrastructure deficiencies, lack of pedagogical planning, and insufficient digital skills limit the effective use of these tools. Teachers viewed solutions such as training seminars and technological equipment support positively; however, shortcomings in the continuity of these supports were noted. The findings highlight the importance of targeted training programs to enhance digital competences and emphasize the need to strengthen the pedagogical integration of technology. These results provide a comprehensive roadmap for the effective integration of digital technologies into preschool education.