EXAMINING THE RELATIONSHIPS BETWEEN FIRST-ORDER, SECOND-ORDER BARRIERS AND DIGITAL COMPETENCE OF EARLY CHILDHOOD EDUCATORS

Date

2024-6-13

Author

Canaslan Akyar, Begüm

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The study examined the relationship among perceived first-order barriers (access and support; gatekeepers), second-order barriers (teachers' inhibitions and attitudes towards digital technology) and early childhood educators' digital competence, as well as whether the second-order barriers mediated the relationship among first-order barriers and digital competence. Additionally, early childhood educators’ (ECEs) digital competence level was identified. The relationship between the variables was examined by testing a model based on the Digital Competence of Educators (DigCompEdu) Framework. To achieve these objectives, the study was designed as a correlational study and data were collected through an online questionnaire. The collected data was analyzed using structural equation modeling (SEM). The statistical analysis showed that among the first-order barriers, there was a positive relationship between gatekeeper barrier which is the most salient factor and ECEs’ digital competence, on the other hand, access and support barrier has negative relationship. Moreover, among second-order barriers, attitudes towards using digital technology have a positive and significant relationship while teacher inhibitions have a negative and significant relationship with ECEs' digital competence. Also, second-order barriers mediate the relationship between first-order barriers and digital competence of ECEs. Moreover, the results indicate that Turkish ECEs exhibit an overall moderate level of digital proficiency aligning with the B1 (integrator) level. In light of the study's findings, it is recommended that school leaders, policymakers, and other stakeholders reduce teacher inhibitions and access and support barriers while increasing positive attitudes toward digital technology. To achieve these goals, a training plan should be developed to improve early childhood educators' digital competence.

Subject Keywords

digital competence, DigCompEdu, early childhood education, educators, barriers

URI

https://hdl.handle.net/11511/110087

Collections

Graduate School of Social Sciences, Thesis