Okul Öncesi Öğretmenlerinin Dijital Yeterlikleri ile Resimli Hikaye Kitapları ile İlgili (Dijital-Basılı) Uygulamaları Arasındaki İlişkinin İncelenmesi

Abstract

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.

Keywords

• dijital yeterlik
• dijital resimli kitap
• dijital hikaye
• resimli kitap
• okul öncesi öğretmeni.

Examining the Relationship Between Preschool Teachers’ Digital Competencies and Their Practices With Picture Books (Digital and Printed)

Abstract

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.

Keywords

• digital competence
• digital picture books
• digital storytelling
• preschool teachers
• early childhood teacher.

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