Examination of the relationships between individual innovation levels and preschool teachers' digital literacy

The goal of this study is to see if there's a link between digital literacy and individual inventiveness among preschool teachers. The sample for this study, which is a correlational study based on quantitative research methods, consists of 213 pre-school teachers who work in public and private kindergartens in Turkey. The "Personal Information Form", "Digital Literacy Scale" and "Individual Innovativeness Scale" all of which were supplied to the participants electronically via the Google Forms platform, provided data for the study. The SPSS 24.0 program was used to analyze the data. The Kruskal Wallis H-Test, Spearman Rank Differences Correlation Coefficient Analysis, and Kolmogorov-Smirnov Test were used to assess total scores acquired from demographic data and scales. According to the findings, there is a moderately positive association between digital literacy and individual degrees of innovativeness among preschool teachers who participated in the study. The average score acquired from the digital literacy sub-dimensions, ethics and responsibility, privacy-security, and daily use dimensions is greater than the average score gained from the other sub-dimensions (general knowledge and functional skills, social dimension, professional production). There was no significant difference in digital literacy levels among preschool teachers based on age or education level. However, it was discovered that male and female teachers have significantly varied levels of digital literacy, and teachers working in private institutions differ significantly from those working in government-affiliated organizations. Furthermore, it was discovered that the digital literacy levels of preschool teachers with professional experience ranging from 0 to 5 years range significantly.