Investigation of preschool teachers' attitudes to the use of technological tools in education and the opinions of the parents on the use of technology

In the study, in which quantitative and qualitative methods were used together; Descriptive scanning from quantitative methods and phenomenology approach from qualitative methods were used. The sample of the study consists of 208 preschool teachers working in kindergartens or kindergartens affiliated to the Ministry of National Education in the city center, districts and villages of Niğde, and 49 parents of children attending pre-school education in Niğde city center and Bor district. In the study, "Personal Information Form" and "Attitude Scale for Preschool Teachers' Use of Technological Equipment in Education" to collect information from teachers; "Personal Information Form II" and "Semi-structured Interview Form" were used to collect information from parents. Quantitative findings SPSS program was used in the research. Content analysis was used in the analysis of qualitative findings. According to the quantitative findings obtained in the study; While there is no significant difference in the attitudes of preschool teachers towards the use of technological equipment in education, according to the variables of gender, age, tenure, number of students, in-service training and availability of sufficient technological equipment in the classroom, there is no significant difference in terms of education level, place of work and taking technology-related courses. There was a significant difference according to the condition. It has been observed that the attitude scores of teachers who have a master's degree in education, work in a village or town as a place of duty, and take technology-related courses are higher. According to the qualitative findings obtained in the study; It is seen that parents think more positively about the use of technology in education and a few of them think negatively. It is seen that while 42 of the children of the parents participating in the study use technological equipment outside of education, 7 of them do not use technological equipment other than education. Apart from education, it is seen that the types of software used by children who use technological tools are video, game and educational. It is seen that the age of meeting with technology is higher in the 2-3, 3-4 and 4-5 age range of children who use technological tools other than education; On the other hand, it is seen that the time spent with technology is 10 hours and more per week the most. It is seen that the most used software in the distance education process are EBA and ZOOM. While parents think that technological tools will have a more positive effect on the education of the child, it is seen that the effect of technology on the development of the child is more negative. The first three recommendations of parents for technology use are: using educational content, using time-limited use, and using it under parental control.