Educational technology usage of pre-service and in-service science and technology teachers

Abstract

Effective science education needs use of various technological tools in classroom and laboratory situations by teachers. Therefore, the purpose of this study was to investigate pre-service and in-service science and technology teachers’ views and usage of technological tools in their science lessons in schools in Sakarya in Turkey. In order to get information, technology questionnaire was used. The sample was composed of 33 inservice science and technology teachers and 76 pre-service senior science and technology teachers. Results indicated that having an MS degree make difference on awareness of current research about the effectiveness of educational technology. Pre-service and in service teachers statistically differ with respect to current knowledge in the ways in which computers can be used. In-service teachers with over 15 years experience have the lowest knowledge in which ways computers can be used. Pre-service science and technology teachers indicated that their assignments sometimes require or assume the use of educational technology. Moreover, science and technology teachers defined their students’ frequency of using technological tools while preparing their homework in medium level. In general the results indicated that participants have medium level of technology knowledge but they desire to have higher level of technology knowledge