Akademik Veri Yönetim Sistemi
JOURNAL OF EARLY CHILDHOOD TEACHER EDUCATION, sa.3, ss.1-22, 2025 (ESCI, Scopus)
As digital technology (DT) is increasingly used in all areas, its use in kindergartens has become inevitable. However, there is limited information on how DT can be used in kindergartens and what the effects of its use are. Therefore, this study investigated use of DT in kindergartens and its impact on children through practices and experiences. The study’s theoretical background is constructivism, which views DT as a helpful tool in enabling learning. This study, which was conducted with a single case design of qualitative research, used document analysis, interview, and observation techniques. The data were obtained by observing 66 activities for 17 hours and 53 minutes, interviewing seven educators, and examining curriculum/lesson plans in four kindergartens of an elementary school in a Midwestern state of the United States, where 135 children received education. Thematic content analysis identified six themes and 19 categories. The results revealed a wide range of the use of DT in kindergartens; the resources used in planning, assessment, and implementation; the adaptations that determine its use; and its effects on children. This study invites early childhood educators to reflect on how they can implement and embed DT in kindergartens and evaluate and improve their current practices.