Öğretmen Adaylarinin Eği̇ti̇m Teknoloji̇si̇ Standartlarina Yöneli̇k Özyeterli̇kleri̇ni̇n

Prospective Teachers’ STEM Awareness and Information Communication Technologies Usage Levels*

“…In addition, in the study conducted by Scherer and Siddiq (2015), there is a significant difference in favour of male teachers in the computer self-efficacy perceptions of primary school teachers who participated in the international computer and information literacy study and in the basic operational skills as well as advanced operational and collaborative skills sub-dimensions, however no significant difference has been found according to gender in the sub-dimension of using computers for educational purposes. Unlike these results, ICT usage levels of the prospective teachers (Murat and Erten, 2018), technology acceptance and usage status (Korucu and Biçer, 2017), ICT usage status in the scientific process (Yenice, Candarlı Arıkoz, Yavaşoğlu and Alpak Tunç, 2019), self-efficacy perceptions towards educational technology standards (Makhabbat and Çoklar, 2018) and attitudes of teachers towards ICT (Bakırcı, Cancan and Uzunyol, 2017) did not change according to gender. In the study of Akgün (2020), it was concluded that the attitudes of prospective teachers towards teaching technologies differ in favour of women, and in the study of Bakırcı and Günbatar (2017), the general ICT tendency and access to information in the virtual environment differ in favour of women.…”

“…In addition, it has been determined that the attitudes of the prospective teachers towards instructional technologies were at a good level (Akgün, 2020), prospective science teachers had positive opinions about ICT use (Tanık Önal, 2017) and prospective Physics, Chemistry and Biology teachers had positive opinions about ICT use as well, however; half of the prospective teachers stated that they felt competent in the use of ICT and the other half stated that they did not feel competent enough (Saraç and Özarslan, 2017). It has been determined that prospective teachers had a medium level of self-efficacy perception in terms of educational technology standards (Makhabbat and Çoklar, 2018). It has been determined that the technology acceptance levels of teachers were moderate (Sırakaya, 2019), their level of competence in using educational technologies was high, and they had a moderate average in the integration of technology into teaching sub-dimension (Çelik and Demirtaş, 2019).…”