Akademik Veri Yönetim Sistemi
Pedagogical Perspective, cilt.4, sa.2, ss.355-368, 2025 (Hakemli Dergi)
Improving and strengthening digital technology (DT) in early childhood education settings is significant. The extent to which educators include DT and its use in their personal lives and educational environments plays a key role in this empowerment. Identifying deficiencies in technology tools, the DTs that need support in educational environments, teachers' experiences with DTs, and the DT applications that should be increased in educational settings will enable more accurate steps to be taken. This study aimed to understand the DT tools that early childhood educators use in their personal and educational environments, the duration of their use, their practices, their feelings of comfort, and their frequency of use. In this study, data were collected from 16 educators working in three different schools in a Midwestern State of the United States. Calculations for frequency, percentage, and mean, along with descriptive graphs, were created. The study's results revealed that educators actively use DT in their personal and educational environments. The use of tablet and smart board tools in educational environments is low, as is the use of social media, communication tools, television, educational videos, and voice recorders. In addition, educators were less comfortable with storytelling programs, digital photo editing, playing computer games, and using drawing programs. The use of web search and word processing applications by children was quite limited, and the frequency of using drawing programs by both themselves and children was very low.