Exploring early childhood teachers’ technological pedagogical content knowledge and experiences of technology integrated teaching

Abstract

The purpose of this mixed-method study is to investigate early childhood education (ECE) teachers’ working with children of ages 3 to 6 years technological pedagogical content knowledge (TPACK) and their technology integration in ECE institutions. The first phase, teacher information form, TPACK-Practical Scale and Technology Integration Scale, was used. Interviews focusing on technology integrated teaching experience and TPACK are held in the second phase to explain and deepen the initial quantitative data set. The scales are analyzed to determine teachers’ knowledge levels regarding TPACK and how it relates to their technology integration scores. Thematic analysis is used for interviews. This study revealed the perceived TPACK of in-service ECE teachers, their technology-integrated teaching experiences, and how they relate to their TPACK. The results showed that teachers have a medium to a high level of TPACK. In addition, there is a positive relationship between ECE teachers' technological knowledge and technology integration, and TPACK predicts technology integration at a certain level. In the thematic analyzes, teachers' evaluations that they see technology as a necessity for children's lives and that they blend content, pedagogy and technology knowledge come to the fore. In addition, ECE teachers evaluated TPACK in terms of students, objectives, curriculum, challenges and opportunities, advantages, and disadvantages. At the practical implications level, this study’s result suggests that in-service training based on the ECE teachers' needs will help them catch up with the changing technological developments.