What are the opinions of prospective science teachers regarding the use of technology in education?

Basit Öğe Kaydı
dc.contributor.authorÖnal, Nagihan Tanik
dc.contributor.authorÖnal, Nezih
dc.contributor.authorBüyük, Uğur
dc.date.accessioned2024-11-07T10:40:09Z
dc.date.available2024-11-07T10:40:09Z
dc.date.issued2017
dc.departmentNiğde Ömer Halisdemir Üniversitesi
dc.description.abstractWith the consideration of the significant role teachers play in the use of technology in education, it is believed that addressing prospective teachers’ needs in this regard during their teacher education program can be effective in equipping them with the essential skills and knowledge in the use of technology in education. Accordingly, the present study aimed to reveal the opinions of prospective science teachers as regards the use of technology in science education. To this end, the present study investigated prospective science teachers’ stance towards novelties in the use of technology. The research design employed in the study was the phenomenology method of the qualitative research paradigm. The participants of the study were 51 prospective teachers, who were junior students majoring in Science Teacher Education at Erciyes University. The data collection tool utilized in the study was a document analysis form comprised of eight open-ended questions, which aimed to determine the participants’ opinions regarding the use of technology in science classes. The findings which the data analysis yielded indicated that the participants exemplified the technologies used in education as the interactive board (f=43), the projector (f=41), the computer (f=41) and laboratory equipment (f=35). The participants explained that they planned to use these educational technologies in their classes mostly for concretizing abstract science topics by means of visualization (f=51) and to enable the students to engage in effective and permanent learning (f=38). The participants emphasized that the use of technology in science classes had such benefits as follows: enabling students to learn effectively and permanently (f=45), being time-saving for both the teachers and students (f=40), increasing students’ motivation toward the subject (f=32), and facilitating students’ access to knowledge. On the other hand, the participants believe that the use of technology in the lessons has such limitations as the requirement of preparation before class (f=41), the difficulty of popularizing it to every school (f=37), and the disruption of classes when potential technical problems such as power cut was encountered (f=25). Accordingly, it can be maintained that the participants were of the opinion that overall the use of technology in education increased the quality of education and facilitated teaching despite the existence of limitations. © The Turkish Online Journal of Educational Technology.
dc.identifier.endpage941
dc.identifier.issn2146-7242
dc.identifier.issueNovember Special Issue IETC
dc.identifier.scopus2-s2.0-85045216801
dc.identifier.scopusqualityN/A
dc.identifier.startpage938
dc.identifier.urihttps://hdl.handle.net/11480/11439
dc.identifier.volume2017
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSakarya University
dc.relation.ispartofTurkish Online Journal of Educational Technology
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_20241106
dc.subjectPhenomenology
dc.subjectProspective teachers
dc.subjectScience
dc.subjectThe use of technology in education
dc.titleWhat are the opinions of prospective science teachers regarding the use of technology in education?
dc.typeArticle

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