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The purpose of this study was to explore the practical experience of digital education of kindergarten teachers and elementary school teachers. To this end, two kindergarten teachers and two elementary school teachers had individual and group meetings. The contents of the interview were transcribed after recording and analyzed through qualitative research analysis. The results of the study are as follows. First, kindergarten teachers and elementary school teachers were found to be practicing digital education in their own locations, focusing on the curriculum. Kindergarten teachers and elementary school teachers planned and implemented digital education around different curricula, but it was the same that they listened to their children's experiences, reconstructed the contents and teaching methods, and practiced digital education. Second, kindergarten teachers and elementary school teachers are known to practice digital education so that children can think critically. Kindergarten teachers emphasized critical thinking in safety-related situations, focusing on safety issues that children can face when practicing digital education, while elementary school teachers emphasized critical thinking as digital citizens focusing on safety and ethical issues. Based on these results, for the smooth connection of digital education conducted in kindergartens and elementary schools, it was discussed that the same educational approach centered on children's experiences and lives should be found.
Kim et al. (Sun,) studied this question.
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