예비유아교사의 디지털 정보화 수준과 테크노스트레스가 디지털 시민성에 미치는 영향

Abstract

Objectives The purpose of this study is to examine the relationship and influence of pre-service early childhood educators' level of digital literacy, techno-stress, and digital citizenship.
 Methods To achieve the objectives of this study, a survey was conducted with 283 pre-service early childhood educators in Gyeonggi, Gangwon, and Chungcheong regions. Out of the collected surveys, 271 were deemed suitable for the study. The collected survey data was analyzed using correlation analysis and hierarchical multiple regression analysis with the SPSS 21.0 program.
 Results The results of the study are as follows. The digital citizenship of pre-service early childhood educators showed a positive correlation with both their level of digital literacy and techno-stress. Secondly, the level of digital literacy and techno-stress of pre-service early childhood educators were found to influence digital citizenship.
 Conclusions This study provides foundational data to support pre-service early childhood educators in developing competencies necessary for the digital age.