Author(s): Fatma ÃZÃDOÄRU
Nowadays technology integration is seen essential in learning and teaching process due to the tremendous developments in technology. Teachers’ pedagogical beliefs in relation to technology use may affect their implementation. Thus, it is considered important to determine pre-service teachers’ beliefs regarding technology integration in class. This study aimed to find out pre-service teachers’ beliefs regarding technology integration in education and whether there were statistically significant differences between preservice teachers’ beliefs and their age, gender, grade level and department. The data were collected by Technology Implementation Scale from 395 pre-service teachers studying in different departments at an education faculty of a state university in the fall semester of 2019-2020 academic year. The data were analyzed through descriptive statistics, independent samples t-test, one-way ANOVA, Tukey HSD and Games-Howell test. The research findings indicated that pre-service teachers had positive beliefs about technology expectancy; however, their beliefs about technology value were partly positive. It was also revealed that pre-service teachers’ beliefs did not differ according to age, gender and grade variables whereas statistically significant differences were found according to department variable. It can be recommended that pre-service teachers should be trained about the value of the technology and presented with concrete samples of teaching with technology in various courses.
The Journal of International Social Research received 7760 citations as per Google Scholar report
