Teachers’ Competencies in the Use of Digital Learning Media in Early Childhood Education
DOI:
https://doi.org/10.64803/jupaud.v1i2.197Keywords:
Early Childhood Education, Digital Learning Media, Teacher Competence, Digital Literacy, Educational TechnologyAbstract
The integration of digital learning media in Early Childhood Education (ECE) has become increasingly important in supporting effective and engaging learning experiences. This study aimed to examine teachers’ competencies in the use of digital learning media in ECE settings. A quantitative descriptive research design was employed involving 80 early childhood education teachers from public and private institutions. Data were collected using a structured questionnaire covering four competency dimensions: technical competence, pedagogical competence, digital content competence, and ethical and professional competence. The data were analyzed using descriptive statistics, including mean scores and percentages. The findings revealed that teachers generally demonstrated a high level of competence in utilizing digital learning media, with an overall mean score of 4.10. Ethical and professional competence achieved the highest score, followed by technical competence, digital content competence, and pedagogical competence. The results indicate that teachers are increasingly prepared to integrate digital technologies into teaching and learning activities. However, challenges remain in developing interactive digital content and addressing technical issues. Therefore, continuous professional development, adequate technological infrastructure, and institutional support are essential to enhance teachers’ digital competencies and improve the quality of early childhood education in the digital era.
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