ScholarWorks@숙명여자대학교

초록

Objectives The purpose of this study is to derive implications for improving the effectiveness of Edu-Tech use in early childhood education through comparative analysis of the perceptions of early childhood teachers and pro spective early childhood teachers on the use of Edu-Tech, and to establish practical measures for effectively using Edu-Tech in early childhood education in the future. Methods Data were collected by distributing an online questionnaire to 200 people, including 100 preschool teachers and 100 prospective preschool teachers. Frequency analysis, t-test, chi-square test, and text analysis of subjective opinions were conducted on all 200 (100%) of the returned questionnaires. Results The perception of Edu-Tech by early childhood teachers and prospective early childhood teachers was very similar as follows. First, the level of understanding of Edu-Tech was low, but the importance of utilization abil ity was highly recognized. Second, the educational effectiveness of Edu-Tech was recognized as being affected by the teacher's utilization ability. Third, among the various Edu-Tech technologies, the necessity of developing ‘artificial intelligence’ was evaluated as the highest. Finally, in the communication area of the Nuri curriculum, the use of Edu-Tech for the purpose of stimulating interest and curiosity in language was perceived positively. In addi tion, in the nature exploration area, the use of Edu-Tech was evaluated as effective in stimulating interest and cu riosity in young children's surrounding environment and tools, understanding the characteristics and changes of objects that young children find difficult at the cognitive level, and learning classification according to criteria. Conclusions From the stage of prospective early childhood teachers, we need to systematically and continuously provide education to enhance their understanding of Edu-Tech and strengthen their ability to utilize it. Through this, we need to support them to effectively utilize Edu-Tech based on a high level of understanding of Edu-Tech in early childhood education settings.

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