wajes Batı Anadolu Eğitim Bilimleri Dergisi 1308-8971 Dokuz Eylul University 10.51460/baebd.1833313 Child Development Education Çocuk Gelişimi Eğitimi Okul Öncesi Öğretmenlerinin Dijital Yeterlikleri ile Resimli Hikaye Kitapları ile İlgili (Dijital-Basılı) Uygulamaları Arasındaki İlişkinin İncelenmesi Examining the Relationship Between Preschool Teachers’ Digital Competencies and Their Practices With Picture Books (Digital and Printed) https://orcid.org/0009-0004-8809-6680 Tosun Neşe Selin TC MİLLİ EĞİTİM BAKANLIĞI UŞAK https://orcid.org/0000-0002-9481-8051 Adak Özdemir Atiye PAMUKKALE ÜNİVERSİTESİ Advanced Online Publication 12 01 2025 03 28 2026 Copyright © 2010, The Western Anatolia Journal of Educational Sciences (WAJES) 2010 The Western Anatolia Journal of Educational Sciences (WAJES)

Bu çalışmada, okul öncesi öğretmenlerinin dijital yeterlik düzeyleri ile sınıf ortamlarında resimli kitaplara yönelik olarak (basılı ve dijital) gerçekleştirdikleri uygulamalar arasındaki ilişkinin incelenmesi amaçlanmıştır. Nicel araştırma yaklaşımı benimsenmiş ve çalışma, ilişkisel tarama modeline göre yapılandırılmıştır. Araştırma, 2021–2022 eğitim-öğretim yılında Uşak il merkezi ve ilçelerinde bulunan anaokulları ve anasınıflarında görev yapan toplam 155 okul öncesi öğretmeniyle yürütülmüştür. Verilerin toplanmasında “Kişisel Bilgi Formu” ile “Eğitimciler İçin Dijital Yeterlilik Ölçeği” kullanılmıştır. Toplanan veriler, betimsel istatistikler ile korelasyon analizi yoluyla analiz edilmiştir. Elde edilen bulgular, öğretmenlerin dijital yeterliklerinin mesleki kullanım, dijital kaynaklara erişim, öğretim ve öğrenme süreçleri, ölçme ve değerlendirme, öğrenenleri güçlendirme ile öğrencilerin dijital yeterliklerini destekleme boyutlarında çoğunlukla başlangıç ya da keşif düzeyinde olduğunu ortaya koymaktadır. Ayrıca yapılan korelasyon analizleri, öğretmenlerin dijital yeterlik algıları ile sınıf içi uygulamalarda resimli kitaplara yönelik dijital uygulamaları arasında pozitif yönlü ve anlamlı bir ilişki olduğunu ortaya koymuştur.

The purpose of this study is to examine the relationship between preschool teachers’ digital competencies and their practices related to picture books (in printed and digital formats) within classroom settings. Designed in a correlational survey model, one of the quantitative research methods, the study was conducted with 155 preschool teachers working in kindergartens and preschool classrooms in the central and district areas of Uşak during the 2021–2022 academic year. The “Personal Information Form” and the “Digital Competence Scale for Educators” were used as data collection tools. The data were analyzed using descriptive statistics and correlation analysis. The findings indicate that teachers’ digital competencies fall mostly within the beginner or exploratory levels across the sub-dimensions of professional use, digital resources, teaching and learning, assessment, empowering learners, and supporting students’ digital competencies. Correlation analyses revealed a positive and moderate relationship between teachers’ digital competencies and ir digital practices related to picture books in their classroom.

 dijital yeterlik dijital resimli kitap dijital hikaye resimli kitap okul öncesi öğretmeni. digital competence digital picture books digital storytelling preschool teachers early childhood teacher. Al-Yaqout, G., & Nikolajva, M. (2015). Re-conceptualising picturebook theory in the digital age. Barnelitterært Forskningstidsskrift, 6(1). https://doi.org/10.3402/blft.v6.26971 Aral, N., & Doğan Keskin, A. (2018). Examining 0-6 year olds’ use of technological devices from parents’ points of view. Addicta: The Turkish Journal on Addiction, 5, 177–208. http://dx.doi.org/10.15805/addicta.2018.5.2.0054 Bahr, T. (2025). Integrating making in early childhood education: How teachers’ technology-related competencies make a difference. International Journal of Technology and Design Education. Advance online publication. https://doi.org/10.1007/s10798-025-10032-z Balcı, A. (2013). Sosyal bilimlerde araştırma yöntem, teknik ve ilkeler. Ankara: Akademi. Başalev Acar, S., & Bedel, E. F. (2024). Okul öncesi öğretmenlerinin dijital teknolojileri eğitsel amaçla kullanımı: dokümantasyon, değerlendirme, veli katılımı ve iletişimi. İstanbul Aydın Üniversitesi Eğitim Fakültesi Dergisi, 10(2), 117-151. https://izlik.org/JA62GD87GH Bay, D. N. (2022). The perspective of preschool teachers on the use of digital technology. Southeast Asia Early Childhood Journal , 11(2), 87-111. https://doi.org/10.37134/saecj.vol11.2.6.2022 Bay, D. N., & Hartman, D. K. (2025). Digital Technology in Kindergarten: Kindergarten Teachers’ Practices and Their Effects on Children. Journal of Research in Childhood Education, 1–29. https://doi.org/10.1080/02568543.2025.2514028 Büyüköztürk, Ş. (2017). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Akademi. Bus, A. G., Takacs, Z. K., & Kegel, C. A. T. (2020). Affordances and limitations of electronic storybooks for young children’s emergent literacy. Developmental Review, 57, 100923. https://doi.org/10.1016/j.dr.2014.12.004 Bus, A. G., van IJzendoorn, M. H., & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65(1), 1–21. https://doi.org/10.3102/00346543065001001 Caballero-Julia, D., Martín-Lucas, J., & Andrade-Silva, L. E. (2024). Unpacking the relationship between screen use and educational outcomes in childhood: A systematic literature review. Computers & Education, 215, 105049. https://doi.org/10.1016/j.compedu.2024.105049 Canbeldek, M., Isikoglu, N. Exploring the effects of “productive children: coding and robotics education program” in early childhood education. Education and Information Technologies, 28(3), 3359–3379. https://doi.org/10.1007/s10639-022-11315-x Catalá Bolos, A., Gijlers, H., & Visser, I. (2022). Guidance in storytelling tables supports emotional development in kindergartners. Multimedia Tools and Applications, 82, 12907–12937. doi:10.1007/s11042-022-14049-7 Dalkıran, Ö. (2013). Kitabın tarihi. Türk Kütüphaneciliği, 27(1), 201-213. Ding, K., Shen, Y., Gao, J., & Li, H. (2025). Impact of digital addiction tendency on inhibitory control in preschoolers: An fNIRS study. Brain Research, 149868. https://doi.org/10.1016/j.brainres.2025.149868 Ding, K., Shen, Y., Liu, Q., & Li, H. (2023). The effects of digital addiction on brain function and structure of children and adolescents: a scoping review. In Healthcare 12 (1). MDPI. https://doi.org/10.3390/healthcare12010015 Çamlıbel-Çakmak, Ö. (2020). Elektronik kitap okuma. Ş. Ceylan (Edt), Çocuk edebiyatı içinde (ss.227-259). Ankara: Eğiten Kitap. Emiroğlu İlvan, T., Ceylan, R. ()2023). Predicting preschool children’s digital play addiction tendency during Covid-19 pandemic: Regarding the mother-child relationship, and child- and family-related factors. Education and Information Technologies. 28, 15687–15716. https://doi.org/10.1007/s10639-023-11802-9 Falloon, G. (2020). From digital literacy to digital competence: The teacher digital competence (TDC) framework. Educational Technology Research and Development, 68(5), 2449–2472. https://doi.org/10.1007/s11423-020-09767-4 Fidan, M., & Cura Yeleğen, H. (2022). Öğretmenlerin dijital yeterliklerinin çeşitli değişkenler açısından incelenmesi ve dijital yeterlik gereksinimleri. Ege Eğitim Dergisi, 23(2), 150-170. https://doi.org/10.12984/egeefd.1075367 George, D., & Mallery, P. (2016). IBM SPSS statistics 23 step by step: A simple guide and reference. Routledge. Gönen, M., Ünüvar, P., Bıçakçı, M., Koçyiğit, S. ve Yazıcı, Z. (2010). Okul öncesi eğitim öğretmenlerinin dil etkinliklerini uygulama biçimlerinin incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 19, 23–40. Güven, G., Aslan, G., & Aslan, O. (2024). Examining digital competencies of preschool teachers. ISPEC International Journal of Social Sciences & Humanities, 8(4), 212–221. https://doi.org/10.5281/zenodo.14583200 Hoel, T., & Jernes, M. (2024). Quality in children’s digital picture books: seven key strands for educational reflections for shared dialogue-based reading in early childhood settings. Early Years, 44(3–4), 480–494. https://doi.org/10.1080/09575146.2023.2172552 Ilomäki, L., Paavola, S., Lakkala, M. et al. Digital competence – an emergent boundary concept for policy and educational research. Education and Information Technologies, 21, 655–679 (2016). https://doi.org/10.1007/s10639-014-9346-4 Instefjord, E. J., & Munthe, E. (2017). Educating digitally competent teachers: A study of integration of professional digital competence in teacher education. Teaching and Teacher Education, 67, 37–45. https://doi.org/10.1016/j.tate.2017.05.016 Isbell, R., Sobol, J., Lindauer, L. et al. The Effects of Storytelling and Story Reading on the Oral Language Complexity and Story Comprehension of Young Children. Early Childhood Education Journal 32, 157–163 (2004). https://doi.org/10.1023/B:ECEJ.0000048967.94189.a3 Işıkoğlu, N., & Güzen, M. (2024). The promise of digital storytelling for kindergarteners: language and technology skills. Early Child Development and Care, 194(2), 195–207. https://doi.org/10.1080/03004430.2023.2299389 Işıkoğlu-Erdoğan, N. ve Şimşek, Z. C. (2020). Erken çocukluk eğitimi öğretmenlerinin hikâye anlatma/kitap okuma uygulamaları tercihleri ve nedenleri. Ana Dili Eğitimi Dergisi, 8(4), 1519–1533. Jeong, H. I., & Kim, Y. (2017). The acceptance of computer technology by teachers in early childhood education. Interactive Learning Environments, 25(4), 496–512. https://doi.org/10.1080/10494820.2016.1143376 Karasar, N. (2016). Bilimsel araştırma yöntemi (31. baskı). Ankara: Nobel Akademik Yayıncılık. Kaya, C. B. (2013). 6. sınıf sosyal bilgiler dersi için geliştirilen etkileşimli elektronik kitabın öğrenci başarısı üzerine etkisi. Yayımlanmamış Yüksek Lisans Tezi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara. Kayır, G.T. ve Akyol, T. (2025). The Effect of Digital Story Tools Training on Teachers’ Competence in the Use of Digital Story Tools and Children’s Environmental Attitudes and Awareness. Early Childhood Educatin Journal. https://doi.org/10.1007/s10643-025-02084-6 Kayış, A. N. (2022). Okul öncesi eğitime devam eden çocukların ve okul öncesi öğretmenlerinin dijital teknolojileri kullanımlarının incelenmesi (Yüksek Lisans Tezi, Balıkesir Üniversitesi). Kocaman-Karoğlu, A. (2016). Okul Öncesi Eğitimde Teknoloji Entegrasyonu: Dijital Hikâye Anlatımı Üzerine Öğretmen Görüşleri. Turkish Online Journal of Qualitative Inquiry, 7(1), 175-205. https://doi.org/10.17569/tojqi.87166 Korat, O., & Shamir, A. (2012). Direct and indirect teaching: Using e-books for supporting vocabulary, word reading, and story comprehension for young children. Journal of Educational Psychology, 104(1), 145–160. https://doi.org/10.2190/EC.46.2.b Köksal, D., & Canlı, S. (2024). Öğretmenlerin Dijital Yeterliliklerinin İncelenmesi. Bilim Eğitim Sanat Ve Teknoloji Dergisi, 8(1), 1-21. https://izlik.org/JA33JW79UD Kucirkova, N., Sheehy, K., & Messer, D. (2014). A Vygotskian perspective on parent-child talk during iPad story sharing. Journal of Research in Reading, 38, 428–441. https://doi.org/10.1111/1467-9817.12030 Kucirkova, N. (2019). Children’s reading with digital books: Past moving quickly to the future. Child Development Perspectives, 13(4), 208–214. https://doi.org/10.1111/cdep.12339 Liang, C., Zhang, L. & Sun, J. (2025). The Comparative Impact of Digital and Print Storybook Reading on Preschool Children’s Comprehension and Vocabulary Learning: A Two-Decade Meta- Analysis. IJEC 57, 547–573. https://doi.org/10.1007/s13158-024-00410-4 Lund, A., Furberg, A., Bakken, J., & Engelien, K. L. (2014). What does professional digital competence mean in teacher education? Nordic Journal of Digital Literacy, 9(4), 281–299. https://doi.org/10.18261/ISSN1891-943X-2014-04-04 Mavi, D., & Erbay, F. (2021). The effect of mobile and information technologies on the language development design of preschool children: a meta-analysis and meta-synthesis study. Journal of Universal Computer Science (JUCS), 27(5). 10.3897/jucs.68942 Maureen, I. Y., van der Meij, H., & de Jong, T. (2020). Enhancing storytelling activities to support early (digital) literacy development in early childhood education. International Journal of Early Childhood, 52, 55–76. doi:10.1007/s13158-020-00263-7 Marsh, J., Plowman, L., Yamada-Rice, D., Bishop, J. C., Lahmar, J., Scott, F., Davenport, A., Davis, S., French, K., Piras, M., Thornhill, S., Robinson, P., & Winter, P. (2015). Exploring play and creativity in pre-schoolers’ use of apps: Final project report. www.techandplay.org McDaniel, B. T., & Radesky, J. S. (2017). Technoference: Parent distraction with technology and associations with child behavior problems. Child Development, 89(1), 100–109. https://doi.org/10.1111/cdev.12822 Merchant, G. Keep taking the tablets: iPads, story apps and early literacy. AJLL 38, 3–11 (2015). https://doi.org/10.1007/BF03651950 Merchant, G. (2021). Reading with technology: The new normal. Education 3–13, 49(1), 96–106. https://doi.org/10.1080/03004279.2020.1824705 Merjovaara, O., Nousiainen, T., Turja, L., & Isotalo, S. (2020). Digital Stories with Children : Examining Digital Storytelling as a Pedagogical Process in ECEC. Journal of Early Childhood Education Research, 9(1), 99-123. https://journal.fi/jecer/article/view/114125 Neumann, M. M. (2018). Using tablets and apps to enhance emergent literacy skills in young children. Early Childhood Research Quarterly, 42, 239–246. https://doi.org/10.1016/j.ecresq.2017.10.006 Neumann, M. M., & Merchant, G. (2022). “That’s a big bad wolf!”: Learning through teacher–child talk during shared reading of a story book app. Early Childhood Education Journal, 50, 515–525. https://doi.org/10.1007/s10643-021-01171-8 Odabaş, H. (2019, 6-19 Kasım). İnteraktif e-kitapların okul öncesi çocukların öğrenme becerilerine yansımaları. İçinde 2. Uluslararası Çocuk Kütüphaneleri Sempozyumu Bildiri ve Poster Özetleri Kitabı (pp. 1–8). https://kygm.ktb.gov.tr/Eklenti/98402,2uluslararasi-cocuk-kutuphaneleri-sempozyumu-bildiri-ve-ozetleri-kitabipdf.pdf Orçan Kaçan, M. & Kimzan, İ. (2017). Öğretmenlerin okul öncesi̇ eğitimde teknoloji̇ kullanımına ilişkin görüşlerinin incelenmesi. Uluslararası Eğitim Bilimleri Dergisi, 12, 203-215. https://izlik.org/JA42NA99ZK Öner, D. (2020). Erken Çocukluk Döneminde Teknoloji Kullanımı ve Dijital Oyunlar: Okul Öncesi Öğretmen Görüşlerinin İncelenmesi. İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 7(14), 138-154. https://doi.org/10.29129/inujgse.715044 Papadakis, S., Alexandraki, F., & Zaranis, N. (2022). Mobile device use among preschool-aged children in Greece. Education and Information Technologies, 27(2), 2717. https://doi.org/10.1007/s10639-021-10718-6 Preradović, N. M., Lešin, G., & Boras, D. (2016). Introduction of digital storytelling in preschool education: A case study from Croatia. Digital Education Review, 30, 94–105. https://revistes.ub.edu/index.php/der/article/view/16087 Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu (EUR 28775 EN). Publications Office of the European Union. https://doi.org/10.2760/159770 Reese, E., Suggate, S., Long, J., & Schaughency, E. (2010). Children’s oral narrative and reading skills in the first 3 years of reading instruction. Reading and Writing, 23(6), 627–644. https://doi.org/10.1007/s11145-009-9175-9 Rideout, V. (2020). The Common Sense census: Media use by kids age zero to eight. Common Sense Media. San Francisco, CA. https://www.commonsensemedia.org/research/the-common-sense-census-media-use-by-kids-age-zero-to-eight-2017 Sargeant, B. (2015). What is an ebook? What is a book app? And why should we care? An analysis of contemporary digital picture books. Children’s Literature in Education, 46(4), 454–466. https://doi.org/10.1007/s10583-015-9243-5 Savva, M., Higgins, S., & Beckmann, N. (2022). Meta-analysis examining the effects of electronic storybooks on language and literacy outcomes for children in grades Pre-K to grade 2. Journal of Computer Assisted Learning, 38(2), 526–564. https://doi.org/10.1111/jcal.12623 Schmitt, K. L., Hurwitz, L. B., & Nichols, D. (2022). Learning to eRead: A qualitative exploration of young children’s developing eReader practices. Journal of Computer Assisted Learning, 38(2), 488–499. https://doi.org/10.1111/jcal.12631 Sipe, L. R. (2008). Storytime: Young children’s literary understanding in the classroom. Teachers College Press. Snell, E. K., Hindman, A. H., & Wasik, B. A. (2015). How can book reading close the word gap? Five key practices from research. The Reading Teacher, 68(7), 560–571. https://doi.org/10.1002/trtr.1347. Strouse & Ganea. (2017). Toddlers’ word learning and transfer from electronic and print books. Journal of Experimental Child Psychology, 156, 129–142. https://doi.org/10.1016/j.jecp.2016.12.001 Sulistyaningtyas, R. E., Astuti, F. P., & Yuliantoro, P. (2023). Using technology for learning in early childhood education: A review of Asian countries. Journal of Education and Teaching Learning (JETL), 5(1), 46–56. https://doi.org/10.51178/jetl.v5i1.1013 Şimşek, Z. C., & Işıkoğlu Erdoğan, N. (2021). Comparing the effects of different book reading techniques on young children’s language development. Reading and Writing, 34(4), 817–839. https://doi.org/10.4018/IJCALLT.2021100103 Takacs, Z. K., Swart, E. K., & Bus, A. G. (2015). Benefits and pitfalls of multimedia and interactive features in technology‐enhanced storybooks. Review of Educational Research, 85(4), 698–739. https://doi.org/10.3102/0034654314566989 Toker, T., Akgün, E., Cömert, Z. ve Edip, S. (2021). Eğitimciler için dijital yeterlilik ölçeği: uyarlama, geçerlik ve güvenirlik çalışması. Milli Eğitim Dergisi, 50 (230), 301-328. https://doi.org/10.37669/milliegitim.801607 Xie, H., Liu, C., Wang, S., & Wang, X. (2024). Screen time and preschoolers’ pre-academic and behavioural competence: the moderating role of child characteristics. Early Child Development and Care, 194(2), 260–280. https://doi.org/10.1080/03004430.2024.2303473 Wasik, B. A., & Bond, M. A. (2001). Beyond the pages of a book: Interactive book reading and language development in preschool classrooms. Journal of Educational Psychology, 93(2), 243–250. Whitehurst, G. J., & Lonigan, C. J. (2001). Emergent literacy: Development from prereaders to readers. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (Vol. 1, pp. 11–29). Guilford Press. Wesseling, PB, Christmann, CA ve Lachmann, T. (2017). Paylaşılan kitap okuma, Alman anaokulu çocuklarında yalnızca dil gelişimini değil, aynı zamanda grafem farkındalığını da teşvik eder. Frontiers in Psychology, 8, 364. https://doi.org/10.3389/fpsyg.2017.00364 Yang, T., & Gunn, C. (2020). Understanding kindergarten teachers’ perceptions of the use of touchscreen technologies: An exploratory study in mainland China. e-Learning & Digital Media, 2042753020980120. https://doi.org/10.1177/2042753020980120 Yang, W., Ng, D. T. K., & Su, J. (2023). The impact of story-inspired programming on preschool children's computational thinking: A multi-group experiment. Thinking Skills and Creativity, 47, 101218. doi:10.1016/j.tsc.2022.101218 Yuksel-Arslan, P., Yildirim, S., & Robin, B. R. (2016). A phenomenological study: teachers’ experiences of using digital storytelling in early childhood education. Educational Studies, 42(5), 427–445. https://doi.org/10.1080/03055698.2016.1195717