Author(s): Asuman Seda SARACALOĞLU, Beste DİNÇER, Nurhak Cem DEDEBALİ

The main purpose of this research is to examine the classroom teacher candidates’ self-efficacy towards computer use, attitudes of internet use and education technologies in terms of different variables and to find out whether there is a relationship between them. In this research, which was followed according to there lational survey model, the data were collected with Self- efficacy Scalefor Computing developed by I??ksal and A?kar (2003) , Attitude Scale to wards Internet developed by Tav?anc?l and Keser (2002) and Technology Attitude Scale developed by Yavuz and Co?kun (2008) were used. A total of 328 teacher candidates who were chosen by random samling and who attended the first and fourth grades of Dokuz Eylül, Pamukkale and Adnan Menderes University Faculty of Education during 2015-2016 education year participated to there search. According to the results of the research while female teacher candidates had higher attitudes to wards technology than men; there was no statistically gender differences observed in computer selfefficacy and attitudes towards internet use scores. Teacher candidates' attitudes toward technology did not make a significant difference according to the university where they were educated; but there were significantly differences in computer self-efficacy andattitudes to wards the internet. In addition to these results, it was found that there was a significant low and positive correlation between computer self-efficacy scores of classroom teacher candidates andattitude scores for internet use (r = .20), between attitude scores to wards technology and computer self-efficacy scores (r = .22), and between attitude scores to wards technology and attitudes toward internet use (r = .24).


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