Comparing the Digital Literacy of Early Childhood Teachers by Personal Background Characteristics

• 영문명: 영유아교사의 개인배경 특성에 따른 디지털 리터러시 차이 분석
• 발행기관: 한국교원대학교 뇌기반교육연구소
• 저자명: 김은영(Eun-young Kim) 김동례(Dong-re Kim)
• 간행물 정보: 『Brain, Digital, & Learning』제11권 제4호, 673~684쪽, 전체 12쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2021.12.31

영문 초록

This study investigates where there is a difference in digital literacy according to the background characteristics of early childhood teachers. To this end, data from 208 teachers, kindergartens, and daycare centers in Gwangju and South Jeolla Province were analyzed, and multivariate analysis of variance (MANOVA) was conducted to determine the difference in digital literacy according to individuals’ background characteristics. The results revealed that the teacher group aged 31 to 35 years was high in all three sub-factors of digital literacy (Computer, Information, and Knowledge). Additionally, as per differences in terms of career, the teacher group with more than ten years of experience had a high level of computer and information literacy, while that with less than one year of experience demonstrated the highest degree of knowledge literacy. Lastly, there was no difference in digital literacy by the type of institution (whether a kindergarten or a daycare center). This study proposes customized digital literacy education and support measures for early childhood teachers for the future.

목차

Introduction

Methods

Results

Discussion & Conclusions

Acknowledgements

References

Authors Information

키워드

Child care and education digital literacy teacher education