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The integration of technology into education is a substantial issue for supporting and updating teachers’ professional development in today’s world and bringing up digitally literate generations and well-educated human capital. Studies have shown that technology integration in education is a complex and multidimensional issue. TPACK transcends the triad of core knowledge types and comprises the basis for the effective integration of technology into teaching. Therefore, the present study sought to understand the contribution of the technology attitudes and usage, digital literacy skills, and online reading comprehension strategies in pre-service early childhood teachers’ TPACK competencies. The participants in the study were 481 voluntary pre-service early childhood teachers (female=398, male=83). The data were collected as a cross-sectional survey. The study findings revealed that pre-service teachers’ TPACK competencies are associated with their technology attitude and usage, digital literacy skills, and online reading comprehension strategies, as well as that the variables explained 38% of the variance. However, pre-service teachers’ grade level and GPA are not related to their self-reported TPACK competencies. These findings can be seen as signals of the necessity for theoretical knowledge and practice to be developed in pre-service teachers’ technology integration in education.

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This study aimed to investigate the characteristics of preschoolers' home and classroom literacy environments and the relationships between receptive and expressive vocabulary, phonological awareness, and concepts about print (CAP) development. The participants were 168 parents and their children from five private preschools in a large suburban area. Two waves of data were collected. Multilevel linear modeling was used to analyze the two-level data set. The findings of the study revealed that children have more oral language related home experiences than print-related experiences. Similarly, the scores of the children's classroom environment that were related to oral language sources had the highest average of all rated dimensions. Print-related resources and experiences and provisions for book corners in the classrooms were limited. The results revealed that children's spring semester early literacy scores were significantly associated with their initial early literacy scores, mother's education level, and the classroom literacy environment. However, the home literacy environment was not significantly related to spring semester CAP scores.

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