The Impact of Technological Advancement on the Professional Competencies of Kindergarten Teachers in Light of Educational Modernization

The study aimed to identify the level of the impact of technological advancement on the professional competencies of kindergarten teachers in light of the modernization of education, from the perspective of the kindergarten teachers themselves. It also aimed to explore whether there are significant differences in the mean scores of the participants' responses regarding this impact. To achieve the study's objectives, the researcher adopted the descriptive analytical method. A questionnaire was developed, consisting of two domains (technological advancement and professional competencies) with a total of 26 items. The questionnaire was administered to a sample of 122 kindergarten teachers. One of the main findings of the study was the absence of any correlation or influence of technological advancement on the professional competencies of kindergarten teachers in the southern governorates of Palestine. Additionally, the study found no statistically significant differences in the mean scores of participants' responses regarding the impact level of technological advancement on professional competencies in light of educational modernization, based on the study variables (academic qualification, supervising body, and directorate).

The study recommended raising awareness among parents and kindergarten teachers about the importance of using technology in education, regardless of the children's young age, in order to keep up with the rapid technological advancement. This can be achieved through awareness brochures and workshops. It also recommended involving kindergarten teachers in training courses to enhance their skills in using technology in education, as well as introducing technological tools into kindergartens and using them to attract children's attention and motivate them to learn in order to ensure the lasting impact of education