Analysis of Turkish Prospective Science Teachers' Perceptions on Technology in Education

Autor/inn/en	Koksal, Mustafa Serdar; Yaman, Suleyman; Saka, Yavuz
Titel	Analysis of Turkish Prospective Science Teachers' Perceptions on Technology in Education
Quelle	In: Australian Journal of Teacher Education, 41 (2016) 1, Artikel 2 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Preservice Teachers; Student Attitudes; Educational Technology; Foreign Countries; Science Teachers; Teacher Education; Statistical Analysis; Positive Attitudes; Computer Literacy; Cognitive Style; Gender Differences; Correlation; Measures (Individuals); Likert Scales; Factor Analysis; Turkey; Learning Style Inventory + Suchen Sie Ihr Suchwort? Schülerverhalten; Unterrichtsmedien; Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Statistische Analyse; Computerkenntnisse; Cognitive styles; Kognitiver Stil; Geschlechterkonflikt; Korrelation; Messdaten; Likert-Skala; Faktorenanalyse; Türkei
Abstract	Purpose of this study was to determine and analyze Turkish pre-service science teachers' perceptions on technology in terms of learning style, computer competency level, possession of a computer, and gender. The study involved 264 Turkish pre-service science teachers. Analyses were conducted through four-way ANOVA, t-tests, Mann Whitney U test and one-way ANOVAs and the results showed there were one main effect for gender and one interaction effect between gender and computer competency level. The interaction effect pointed out that the male pre-service science teachers who were weak in computer competency held more positive perceptions toward instructional technology than their counterparts. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01