Abstract
The purpose of this study was to explore the relationships between early childhood teachers’ digital literacy, technology self-efficacy, and attitude toward digital storytelling with the perspective of teacher education. For this purpose, this study utilized online survey with 102 in-service teachers in the institute for early childhood education, Busan metropolitan city and Gyeongsangnam-do. In addition, it employed multiple regression analysis. The main results of this study were as follows: First, the early childhood teachers’ digital literacy and technology self-efficacy significantly affected their attitude toward digital storytelling. Second, the early childhood teachers’ digital literacy and technology self-efficacy significantly affected the components of attitude toward digital storytelling (‘attitude toward storytelling,’ ‘attitude toward storytelling utilizing digital technology,’ and ‘perceptions of the effects of digital storytelling on learning outcomes’). Based on these main results, this study suggested some discussions and implications.
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