The process of integrating digital technology into education dates back to early reading and writing education. In this integration, planning and sustaining the process is largely in the hands of teachers. Teachers’ perceptions and skills in using digital technology in education provide clues as to the extent to which technology and education cooperation can be beneficial. The aim of this study is to adapt the “Scale of Classroom Teachers” Use and Perceptions of Digital Technology in Early Reading and Writing Education’ developed by Fälth and Selenius (2022) into Turkish and analyze it according to demographic variables. The study group consisted of 296 first-grade teachers working in different schools. Lisrel and SPSS26 programs were used to analyze quantitative data, MAXQDA2022 program was used to categorize qualitative data. As a result of the research, high agreement was obtained in the adaptation of the scale into Turkish. In the analysis of the data according to demographic variables, there is no significant difference in the use and perceptions of digital technology in early reading and writing education according to the gender and digital education status of the participants. Significant differences were observed according to the level of education and seniority variables.