A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Early childhood pre-service teachers’ attitudes towards digital technologies and their relation to digital competence (2024)
Merjovaara, O., Eklund, K., Nousiainen, T., Karjalainen, S., Koivula, M., Mykkänen, A., & Hämäläinen, R. (2024). Early childhood pre-service teachers’ attitudes towards digital technologies and their relation to digital competence. Education and Information Technologies, Early online. https://doi.org/10.1007/s10639-023-12237-y
JYU-tekijät tai -toimittajat
Julkaisun tiedot
Julkaisun kaikki tekijät tai toimittajat: Merjovaara, Olli; Eklund, Kenneth; Nousiainen, Tuula; Karjalainen, Satu; Koivula, Merja; Mykkänen, Arttu; Hämäläinen, Raija
Lehti tai sarja: Education and Information Technologies
ISSN: 1360-2357
eISSN: 1573-7608
Julkaisuvuosi: 2024
Ilmestymispäivä: 10.01.2024
Volyymi: Early online
Kustantaja: Springer
Julkaisumaa: Yhdysvallat (USA)
Julkaisun kieli: englanti
DOI: https://doi.org/10.1007/s10639-023-12237-y
Julkaisun avoin saatavuus: Avoimesti saatavilla
Julkaisukanavan avoin saatavuus: Osittain avoin julkaisukanava
Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/92945
Tiivistelmä
This study examines early childhood pre-service teachers’ attitudes towards digital technologies and their relations to their self-perceived digital competence. Attitudes towards digital technologies were divided into core attitudes: general attitudes towards digital technologies; attitudes towards educational use of digital technologies; and perceived ease of digital technology use. Technological knowledge [TK] and technological content knowledge [TCK] dimensions of the TPACK framework were used to assess pre-service teachers’ self-perceived digital competence. Two structural equation models, a correlated-traits model and a second-order factor model, were used to analyse the relations between attitudes and digital competence. Based on the results, the early childhood pre-service teachers held positive attitudes towards digital technologies. Both models ft the data well, but the correlated-traits model explained a larger portion of variance in competence measures. Moreover, this model provided a more fne-grained picture of the associations between attitudes and competence. The general attitudes towards digital technologies and perceived ease of digital technology use were related to both TK and TCK, whereas attitudes towards educational use of digital technologies were not. Therefore, the correlated-traits model was viewed as better at describing the relations between attitudes towards digital technologies and digital competence. The study contributes to the development of teacher education. Instead of considering the current generation of pre-service teachers as a homogeneous group, this study aims to understand how they difer in their attitudes and how they perceive their own competence to use digital technologies.
YSO-asiasanat: asenteet; varhaiskasvatus; opettajankoulutus; digitaaliset taidot; digitalisaatio
Vapaat asiasanat: early childhood education; teacher education programs; digital competence; attitude towards technology
Liittyvät organisaatiot
OKM-raportointi: Kyllä
Alustava JUFO-taso: 1
