The Use of Technopedagogy in Early Childhood

Abstract

With technological advancements transforming educational processes, the technopedagogy approach has gained prominence, emphasizing the holistic use of technology, pedagogical knowledge, and subject matter expertise. This study examines the role of technopedagogy in early childhood education within the framework of the Technological Pedagogical Content Knowledge (TPCK) model, highlighting the importance of using technology consciously, for pedagogical purposes, and in accordance with developmental characteristics in the preschool period. The study evaluates the contributions of technopedagogical practices to the development of children's learning motivation, problem-solving, creativity, collaboration, scientific process skills, and digital literacy. Furthermore, potential risks such as prolonged screen exposure, attention deficits, technology addiction, digital inequality, and cyberbullying are discussed, emphasizing that these risks can be mitigated through teacher and family guidance. The study also addresses the crucial role of preschool teachers' TPCK competencies, artificial intelligence literacy, and digital parenting skills in the effective use of technology. Examples of current technology-supported teaching practices such as augmented and virtual reality, digital storytelling, artificial intelligence applications, robotics and coding, mobile learning, and STEM activities are presented. In conclusion, it is emphasized that in early childhood education, technology should not be an end in itself, but rather a pedagogical tool that supports children's cognitive, social, and affective development, and should be used in a planned, ethical, and developmentally appropriate manner.