Preschool Teachers' Technology Use: Attitudes and Perceptions of Self-Efficacy

Abstract

This study seeks to determine the perceptions of technology self-efficacy and attitudes toward using technological equipment among preschool teachers. In this investigation, a sequential explanatory mixed method was employed. Participants included 118 teachers from nationwide preschool education organizations affiliated with the Ministry of National Education (MoNE). The Use of Technology in Early Childhood Education Questionnaire (Blackwell et al., 2013), the Self-efficacy Scale of Technology Usage in Education [SECTUE] (Doğru, 2017), and the Attitude Scale for the Use of Technological Equipment in Preschool Education [ASUTEP] (Kol, 2012) were utilized as quantitative data collection instruments. The researchers created a semi-structured interview form to collect qualitative data. Most teachers have a favorable view of the use of technology in preschool education and a high level of self-confidence in using technology. The study's quantitative findings indicate that variables such as gender, professional experience, type of organization, school district, education level, and the school's technology policy do not affect preschool teachers' attitudes toward technology and their perceptions of self-efficacy. In contrast, age and education level significantly affect attitudes and self-efficacy, respectively. Additionally, there is no correlation between attitude and self-efficacy. The qualitative data, including the concepts and teachers' thoughts derived from semi-structured interviews, were discussed with the quantitative data. Teachers' willingness to use technology in their classrooms, positive attitudes, and self-efficacy perceptions are indicators that teacher support can be provided in the process of technology integration in preschool education.