Investigation of the relationship between preschool teachers' cognitive flexibility and their competence in using technology in education

The aim of this study is to examine the competencies of preschool teachers for technopedagogical education in terms of their cognitive flexibility and demographic characteristics. The study group of the research consisted of 200 preschool teachers working in Bismil district of Diyarbakır province. Within the scope of the research, "Personal Information Form", "Cognitive Flexibility Scale" and "Technopedagogical Education Competence Scale" were used. The data obtained was analyzed using the SPSS 25 statistical software program. In the analysis of data; t Test for Independent Samples, One-way Analysis of Variance, Pearson Product Moment Correlation Coefficient, Multiple Linear Regression Techniques were used. As a result of the research; while it was observed that the competencies of preschool teachers for technopedagogical education did not differ significantly according to gender, age, number of students and type of institution. However, a significant difference was noted depending on whether they had a personal computer or an internet connection. It was observed that there was a positive and moderately significant relationship between preschool teachers' competence in technopedagogical education and their cognitive flexibility. While a moderate and positive significant relationship was observed between the design and implementation sub-dimension, one of the competence sub-dimensions for technopedagogical education, and cognitive flexibility levels, a low and positive significant relationship was observed between ethics and specialization and cognitive flexibility levels. While there is a low and positive relationship between all sub-dimensions of competencies for technopedagogical education and the awareness and willingness sub-dimensions of cognitive flexibility; a moderate and positive significant relationship was observed with all sub-dimensions of competencies for technopedagogical education and self-efficacy. In addition, it has been determined that the self-efficacy sub-dimension of cognitive flexibility predicts the competence for technopedagogical education and its sub-dimensions, namely design, implementation, ethics and specialization, at various rates.