Analyzing Preservice Teachers’ Attitudes towards Technology
Rapid developments in technology in the present age
have made it necessary for communities to follow technological
developments and adapt themselves to these developments. One of
the fields that are most rapidly affected by these developments is
undoubtedly education. Determination of the attitudes of preservice
teachers, who live in an age of technology and get ready to raise
future individuals, is of paramount importance both educationally and
professionally. The purpose of this study was to analyze attitudes of
preservice teachers towards technology and some variables that
predict these attitudes (gender, daily duration of internet use, and the
number of technical devices owned). 329 preservice teachers
attending the education faculty of a large university in central Turkey
participated, on a volunteer basis, in this study, where relational
survey model was used as the research method. Research findings
reveal that preservice teachers’ attitudes towards technology are
positive and at the same time, the attitudes of male preservice
teachers towards technology are more positive than their female
counterparts. As a result of the stepwise multiple regression analysis
where factors predicting preservice teachers’ attitudes towards
technology, it was found that duration of daily internet use was the
strongest predictor of attitudes towards technology.
[1] Akkoyunlu, B., & Yılmaz, M. (2005). Prospective teachers’ information
literacy level, internet usage frequencies and purposes of their internet
usage (Öğretmen adaylarının bilgi okuryazarlık düzeyleri ile internet
kullanım sıklıkları ve internet kullanım amaçları). Eurasian Journal of
Educational Research, 19, 1-14.
[2] Teo, T. (2008). Pre-service teachers’ attitudes towards computer use: A
Singapore survey. Australasian Journal of Educational Technology,
24(4), 413-424.
[3] Şahin, S., Aktürk, A. O., & Çelik, İ. (2013). A Study on teachers',
students' and their parents' views on the FATIH Project. Online
Submission, 7(12), 1889-1895.
[4] MEB (Milli Eğitim Bakanlığı). (2013). Eğitimde fırsatları artırma
teknolojiyi iyileştirme hareketi projesi (FATİH). Proje hakkında.
http://fatihprojesi.meb.gov.tr/tr/icerikincele.php?id=6, Erişim Tarihi:
08.11.2013.
[5] Selwyn, N. (1998). The effect of using a home computer on students'
educational use of IT. Computers & Education, 31(2), 211-227.
[6] Crano, W. D., & Prislin, R. (2006). Attitudes and persuasion. Annual
Review of Psychology, 57, 345-374.
[7] Papanastasiou, C. (2002). School, teaching and family influence on
student attitudes toward science: Based on TIMSS data for Cyprus.
Studies in Educational Evaluation, 28, 71-86.
[8] Elias, S. M., Smith, W. L., & Barney, C. E. (2012). Age as a moderator
of attitude towards technology in the workplace: work motivation and
overall job satisfaction. Behaviour & Information Technology, 31(5),
453-467.
[9] Teo, T., & Noyes, J. (2011). An assessment of the influence of perceived
enjoyment and attitude on the intention to use technology among preservice
teachers: A structural equation modeling approach. Computers &
Education, 57(2), 1645-1653.
[10] Morgan, C. T. (1995) Tutumlar ve önyargı. S. Karakaş (Ed.), Psikolojye
giriş (ss. 362-382). Ankara: Hacettepe Üniversitesi Psikoloji Bölümü
Yayınları.
[11] Johnson, S. D., Foster, W. T., & Satchwell, R. (1989). Sophisticated
technology, the workforce, and vocational education (DAVTE No. DTI
0730). Springfield, IL: Illinois State Board of Education.
[12] Deniz, S., Görgen, İ., & Şeker, H. (2006). Attitudes of prospective
teachers attending master program without thesis towards technology
(Tezsiz yüksek lisans öğretmen adaylarının teknolojiye yönelik
tutumları). Eurasian Journal of Educational Research, 23, 62-71.
[13] Hignite, M. A., & Echternacht, L. J. (1992). Assessment of the
relationships between the computer attitudes and computer literacy
levels of prospective educators. Journal of Research on Computers in
Education, 24(3), 381-389.
[14] Marcinkiewicz, H. R. (1993). Computers and teachers: Factors
influencing computer use in the classroom. Journal of Research on
Computing in Education, 26(2), 220-237.
[15] Teo, T. (2010). A path analysis of pre-service teachers’ attitudes to
computer use: Applying and extending the technology acceptance model
in an educational context. Interactive Learning Environments, 18(1), 65-
79.
[16] Teo, T., Lee, C. B., Chai, C. S., & Wong, S. L. (2009). Assessing the
intention to use technology among pre-service teachers in Singapore and
Malaysia: A multigroup invariance analysis of the technology
acceptance model (TAM). Computers & Education, 53(3), 1000-1009. [17] Yavuz, S., & Coşkun, E. (2008). Attitudes and perceptions of
elementary teaching through the use of technology in education (Sınıf
öğretmenliği öğrencilerinin eğitimde teknoloji kullanımına ilişkin tutum
ve düşünceleri). H. U. Journal of Education, 34, 276-286.
[18] Çelik, H. C., & Kahyaoğlu, M. (2007). The cluster analysis of primary
school candidate teachers’ attitudes toward technology (İlköğretim
öğretmen adaylarının teknolojiye yönelik tutumlarının kümeleme
analizi). Journal of Turkish Educational Sciences, 5(4), 571-586.
[19] Gibbone, A., Rukavina, P., & Silverman, S. (2010). Technology
integration in secondary physical education: Teachers’ attitudes and
practice. Journal of Educational Technology Development and
Exchange, 3(1), 27-42.
[20] Huang, H. M., & Liaw, S. S. (2005). Exploring user’s attitudes and
intentions toward the web as a survey tool. Computers in Human
Behavior, 21(5), 729-743.
[21] Köse, S., Gencer, A. S., & Gezer, K. (2007). Meslek Yüksekokulu
öğrencilerinin bilgisayar ve internet kullanımına yönelik tutumları.
Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 21(1), 44-54.
[22] McFarlane, T. A., Hoffman, E. R., & Green, K. E. (1997). Teachers'
attitudes toward technology: Psychometric evaluation of the technology
attitude survey. Paper presented at the Annual Meeting of the American
Educational Research Association, 24-28 March 1997, Chicago, IL,
USA.
[23] Woodrow, J. E. J. (1992). The influence of programming training on the
computer literacy and attitudes of preservice teachers. Journal of
Research on Computing in Education, 25(2), 200-219.
[24] Zhang, Y., & Espinoza, S. (1997). Affiliations of computer self-efficacy
and attitudes with need for learning computer skills. Journal of
Educational Computing Research, 17(4), 371-383.
[25] Christanse, R. (2002). Effects of technology integration education on the
attitudes of teachers and students. Journal of Research on Technology in
Education, 34(4) 411-434.
[26] McGrail, E. (2005). Teachers, technology and change: English teachers’
perspectives. Journal of Technology and Teacher Education, 13(1), 5-
24.
[27] Teo, T. (2006). Attitudes toward computers: A study of post-secondary
students in Singapore. Interactive Learning Environments, 14(1), 17-24.
[28] Rohaan, E. J., Taconis, R., & Jochems, W. M. G. (2008). Reviewing the
relations between teachers’ knowledge and pupils’ attitude in the field of
primary technology education. International Journal of Technology and
Design Education, 20(1), 15-26.
[29] Karasar, N. (2005). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın
Dağıtım.
[30] Aydin, F., & Karaa, F. N. (2013). Pre-service teachers’ attitudes toward
technology: Scale development study. Journal of Turkish Science
Education, 10(4), 103-118.
[31] Shapiro, S. S., & Wilk, M. B. (1965). An analysis of variance test for
normality (Complete samples). Biometrika, 52(3/4) 591-611.
[32] Cohen, J. (1988). Statistical power analysis for the behavioral sciences
(2nd ed.). Hillsdale, NJ: Lawrence Earlbaum Associates.
[33] Rosnow, R. L., & Rosenthal, R. (1996). Computing contrasts, effect
sizes, and counternulls on other people's published data: General
procedures for research consumers. Pyschological Methods, 1, 331-340.
[34] Büyüköztürk, Ş. (2012). Sosyal bilimler için veri analizi el kitabı:
İstatistik, araştırma deseni, SPSS uygulamaları ve yorum. Ankara:
Pegem Akademi.
[35] Anderson, S. E., & Maninger, R. M. (2007). Preservice teachers’
abilities, beliefs, and intentions regarding technology integration.
Journal of Educational Computing Research, 37(2), 151-172.
[36] Çetin, O., Çalışkan, E., & Menzi, N. (2012) The relationship between
technological competencies and attitudes of pre-service teachers towards
technology (Öğretmen adaylarının teknoloji yeterlilikleri ile teknolojiye
yönelik tutumları arasındaki ilişki). Elementary Education Online, 11(2),
273-291.
[37] Dargut, T., & Çelik, G. (2014). Türkçe öğretmeni adaylarının eğitimde
teknoloji kullanımına ilişkin tutum ve düşünceleri. Ana Dili Eğitimi
Dergisi, 2(2), 28-41.
[38] Karasakaloğlu, N., Saracaloğlu, A. S., & Uça, S. (2011). Investigation of
Turkish teachers’ attitudes towards technology and levels of using
information Technologies (Türkçe öğretmenlerinin teknoloji tutumları
ile bilgi teknolojilerini kullanma düzeylerinin incelenmesi). Mersin
University Journal of the Faculty of Education, 7(2), 26-36.
[39] Kumar P., & Kumar, A. (2003) Effect of a web-based project on
preservice and inservice teachers’ attitude toward computers and their
technology skills. Journal of Computing in Teacher Education, 19(3),
87-92.
[40] Yildirim, S. (2000). Effects of an educational computing course on
preservice and inservice teachers: A discussion and analysis of attitudes
and use. Journal of Research on computing in Education, 32(4), 479-
495.
[41] Akturk, A. O. (2015). Analysis of cyberbullying sensitivity levels of
high school students and their perceived social support levels.
Interactive Technology and Smart Education, 12(1), 44-61.
[42] Rideout, V. J., Foehr, U. G, & Roberts, D. F. (2010). Generation M2:
Media in the lives of 8- to 18-year-olds, Retrieved May 20, 2014, from
http://files.eric.ed.gov/fulltext/ED527859.pdf
[43] Arslan, S., Kutluca, T., & Özpınar, İ. (2011). Investigating mathematics
teacher candidates’ opinions about using ınformation & communication
technologies. Cypriot Journal of Educational Sciences, 2, 75-82.
[44] Yaman, H. (2007). Türkçe öğretmeni adaylarının ‘Öğretim Teknolojileri
ve materyal Geliştirme’ dersi bağlamında Türkçe öğretiminde teknoloji
kullanımına ilişkin yeterlilik ve algıları. Hasan Ali Yücel Eğitim
Fakültesi Dergisi, 7(1), 57-71.
[45] Eliküçük, H. (2006). Öğretmenlerin öğretme-öğrenme süreçlerinde
teknoloji kullanma yeterlilikleri (Yayınlanmamış Yüksek Lisans Tezi).
İstanbul: Marmara Üniversitesi.
[46] Tınmaz, H. (2004). An assessment of preservice teachers’ technology
perception in relation to their subject area (Unpublished Master
Dissertation) Ankara: Middle East Technıcal University.
[47] Coffland, D. & Strickland, A. W. (2000). Factors related to teacher use
of technology in secondary geometry instruction. In D. Willis, J. Price &
J. Willis (Eds.), Proceedings of Society for Information Technology &
Teacher Education International Conference 2000 (pp. 1048-1054).
Chesapeake, VA: Association for the Advancement of Computing in
Education (AACE).
[48] Tsai, C.-C., Lin, S. S. J., & Tsai, M.-J. (2001). Developing an Internet
attitude scale for high school students. Computers & Education, 37(1),
41-51.
[49] Kahraman, E. (2013). Türkçe öğretmenlerinin bilgisayar destekli eğitime
ve teknolojiye yönelik tutumları arasındaki ilişkinin incelenmesi
(Yayınlanmamış Yüksek Lisans Tezi). Niğde: Niğde Üniversitesi.
[50] Kubiatko, M., Usak, M., Yilmaz, K., & Tasar, M. F. (2010). A crossnational
study of Czech and Turkish university students attitudes
towards ICT used in science subjects. Journal of Baltic Science
Education, 9(2), 119-134.
[51] Tsitouridou, M., & Vryzas, K. (2003). Early childhood teachers’
attitudes towards computer and information technology: The case of
Greece. Information Technology in Childhood Education Annual
2003(1), 187-207.
[52] Delcourt, M. A. B., & Kinzie, M. B. (1991). Computer technologies in
teacher education: The measurement of attitudes and self-efficacy.
Paper presented at the Annual Meeting of the American Educational
Researcn Association, 3-7 April 1991, Chicago, IL, USA.
[53] Dupagne, M., & Krendl, K. A. (1992). Teachers' attitudes toward
computers: A review of the literature. Journal of Research on
Computing in Education, 24(3), 420-429.
[54] Galanouli, D., Murphy, C., & Gardner, J. (2004). Teachers’ perceptions
of the effectiveness of ICT-competence training. Computers &
Education, 43(1-2), 63-79.
[55] Ropp, M. M. (1999). Exploring individual characteristics associated
with learning to use computers in preservice teacher preparation.
Journal of Research on Computing in Education, 31(4), 402-424.
[56] Johnson, G. & Howell, A. (2005). Attitude Toward Instructional
Technology Following Required Versus Optional WebCT Usage.
Journal of Technology and Teacher Education, 13(4), 643-654. Norfolk,
VA: Society for Information Technology & Teacher Education.
[1] Akkoyunlu, B., & Yılmaz, M. (2005). Prospective teachers’ information
literacy level, internet usage frequencies and purposes of their internet
usage (Öğretmen adaylarının bilgi okuryazarlık düzeyleri ile internet
kullanım sıklıkları ve internet kullanım amaçları). Eurasian Journal of
Educational Research, 19, 1-14.
[2] Teo, T. (2008). Pre-service teachers’ attitudes towards computer use: A
Singapore survey. Australasian Journal of Educational Technology,
24(4), 413-424.
[3] Şahin, S., Aktürk, A. O., & Çelik, İ. (2013). A Study on teachers',
students' and their parents' views on the FATIH Project. Online
Submission, 7(12), 1889-1895.
[4] MEB (Milli Eğitim Bakanlığı). (2013). Eğitimde fırsatları artırma
teknolojiyi iyileştirme hareketi projesi (FATİH). Proje hakkında.
http://fatihprojesi.meb.gov.tr/tr/icerikincele.php?id=6, Erişim Tarihi:
08.11.2013.
[5] Selwyn, N. (1998). The effect of using a home computer on students'
educational use of IT. Computers & Education, 31(2), 211-227.
[6] Crano, W. D., & Prislin, R. (2006). Attitudes and persuasion. Annual
Review of Psychology, 57, 345-374.
[7] Papanastasiou, C. (2002). School, teaching and family influence on
student attitudes toward science: Based on TIMSS data for Cyprus.
Studies in Educational Evaluation, 28, 71-86.
[8] Elias, S. M., Smith, W. L., & Barney, C. E. (2012). Age as a moderator
of attitude towards technology in the workplace: work motivation and
overall job satisfaction. Behaviour & Information Technology, 31(5),
453-467.
[9] Teo, T., & Noyes, J. (2011). An assessment of the influence of perceived
enjoyment and attitude on the intention to use technology among preservice
teachers: A structural equation modeling approach. Computers &
Education, 57(2), 1645-1653.
[10] Morgan, C. T. (1995) Tutumlar ve önyargı. S. Karakaş (Ed.), Psikolojye
giriş (ss. 362-382). Ankara: Hacettepe Üniversitesi Psikoloji Bölümü
Yayınları.
[11] Johnson, S. D., Foster, W. T., & Satchwell, R. (1989). Sophisticated
technology, the workforce, and vocational education (DAVTE No. DTI
0730). Springfield, IL: Illinois State Board of Education.
[12] Deniz, S., Görgen, İ., & Şeker, H. (2006). Attitudes of prospective
teachers attending master program without thesis towards technology
(Tezsiz yüksek lisans öğretmen adaylarının teknolojiye yönelik
tutumları). Eurasian Journal of Educational Research, 23, 62-71.
[13] Hignite, M. A., & Echternacht, L. J. (1992). Assessment of the
relationships between the computer attitudes and computer literacy
levels of prospective educators. Journal of Research on Computers in
Education, 24(3), 381-389.
[14] Marcinkiewicz, H. R. (1993). Computers and teachers: Factors
influencing computer use in the classroom. Journal of Research on
Computing in Education, 26(2), 220-237.
[15] Teo, T. (2010). A path analysis of pre-service teachers’ attitudes to
computer use: Applying and extending the technology acceptance model
in an educational context. Interactive Learning Environments, 18(1), 65-
79.
[16] Teo, T., Lee, C. B., Chai, C. S., & Wong, S. L. (2009). Assessing the
intention to use technology among pre-service teachers in Singapore and
Malaysia: A multigroup invariance analysis of the technology
acceptance model (TAM). Computers & Education, 53(3), 1000-1009. [17] Yavuz, S., & Coşkun, E. (2008). Attitudes and perceptions of
elementary teaching through the use of technology in education (Sınıf
öğretmenliği öğrencilerinin eğitimde teknoloji kullanımına ilişkin tutum
ve düşünceleri). H. U. Journal of Education, 34, 276-286.
[18] Çelik, H. C., & Kahyaoğlu, M. (2007). The cluster analysis of primary
school candidate teachers’ attitudes toward technology (İlköğretim
öğretmen adaylarının teknolojiye yönelik tutumlarının kümeleme
analizi). Journal of Turkish Educational Sciences, 5(4), 571-586.
[19] Gibbone, A., Rukavina, P., & Silverman, S. (2010). Technology
integration in secondary physical education: Teachers’ attitudes and
practice. Journal of Educational Technology Development and
Exchange, 3(1), 27-42.
[20] Huang, H. M., & Liaw, S. S. (2005). Exploring user’s attitudes and
intentions toward the web as a survey tool. Computers in Human
Behavior, 21(5), 729-743.
[21] Köse, S., Gencer, A. S., & Gezer, K. (2007). Meslek Yüksekokulu
öğrencilerinin bilgisayar ve internet kullanımına yönelik tutumları.
Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 21(1), 44-54.
[22] McFarlane, T. A., Hoffman, E. R., & Green, K. E. (1997). Teachers'
attitudes toward technology: Psychometric evaluation of the technology
attitude survey. Paper presented at the Annual Meeting of the American
Educational Research Association, 24-28 March 1997, Chicago, IL,
USA.
[23] Woodrow, J. E. J. (1992). The influence of programming training on the
computer literacy and attitudes of preservice teachers. Journal of
Research on Computing in Education, 25(2), 200-219.
[24] Zhang, Y., & Espinoza, S. (1997). Affiliations of computer self-efficacy
and attitudes with need for learning computer skills. Journal of
Educational Computing Research, 17(4), 371-383.
[25] Christanse, R. (2002). Effects of technology integration education on the
attitudes of teachers and students. Journal of Research on Technology in
Education, 34(4) 411-434.
[26] McGrail, E. (2005). Teachers, technology and change: English teachers’
perspectives. Journal of Technology and Teacher Education, 13(1), 5-
24.
[27] Teo, T. (2006). Attitudes toward computers: A study of post-secondary
students in Singapore. Interactive Learning Environments, 14(1), 17-24.
[28] Rohaan, E. J., Taconis, R., & Jochems, W. M. G. (2008). Reviewing the
relations between teachers’ knowledge and pupils’ attitude in the field of
primary technology education. International Journal of Technology and
Design Education, 20(1), 15-26.
[29] Karasar, N. (2005). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın
Dağıtım.
[30] Aydin, F., & Karaa, F. N. (2013). Pre-service teachers’ attitudes toward
technology: Scale development study. Journal of Turkish Science
Education, 10(4), 103-118.
[31] Shapiro, S. S., & Wilk, M. B. (1965). An analysis of variance test for
normality (Complete samples). Biometrika, 52(3/4) 591-611.
[32] Cohen, J. (1988). Statistical power analysis for the behavioral sciences
(2nd ed.). Hillsdale, NJ: Lawrence Earlbaum Associates.
[33] Rosnow, R. L., & Rosenthal, R. (1996). Computing contrasts, effect
sizes, and counternulls on other people's published data: General
procedures for research consumers. Pyschological Methods, 1, 331-340.
[34] Büyüköztürk, Ş. (2012). Sosyal bilimler için veri analizi el kitabı:
İstatistik, araştırma deseni, SPSS uygulamaları ve yorum. Ankara:
Pegem Akademi.
[35] Anderson, S. E., & Maninger, R. M. (2007). Preservice teachers’
abilities, beliefs, and intentions regarding technology integration.
Journal of Educational Computing Research, 37(2), 151-172.
[36] Çetin, O., Çalışkan, E., & Menzi, N. (2012) The relationship between
technological competencies and attitudes of pre-service teachers towards
technology (Öğretmen adaylarının teknoloji yeterlilikleri ile teknolojiye
yönelik tutumları arasındaki ilişki). Elementary Education Online, 11(2),
273-291.
[37] Dargut, T., & Çelik, G. (2014). Türkçe öğretmeni adaylarının eğitimde
teknoloji kullanımına ilişkin tutum ve düşünceleri. Ana Dili Eğitimi
Dergisi, 2(2), 28-41.
[38] Karasakaloğlu, N., Saracaloğlu, A. S., & Uça, S. (2011). Investigation of
Turkish teachers’ attitudes towards technology and levels of using
information Technologies (Türkçe öğretmenlerinin teknoloji tutumları
ile bilgi teknolojilerini kullanma düzeylerinin incelenmesi). Mersin
University Journal of the Faculty of Education, 7(2), 26-36.
[39] Kumar P., & Kumar, A. (2003) Effect of a web-based project on
preservice and inservice teachers’ attitude toward computers and their
technology skills. Journal of Computing in Teacher Education, 19(3),
87-92.
[40] Yildirim, S. (2000). Effects of an educational computing course on
preservice and inservice teachers: A discussion and analysis of attitudes
and use. Journal of Research on computing in Education, 32(4), 479-
495.
[41] Akturk, A. O. (2015). Analysis of cyberbullying sensitivity levels of
high school students and their perceived social support levels.
Interactive Technology and Smart Education, 12(1), 44-61.
[42] Rideout, V. J., Foehr, U. G, & Roberts, D. F. (2010). Generation M2:
Media in the lives of 8- to 18-year-olds, Retrieved May 20, 2014, from
http://files.eric.ed.gov/fulltext/ED527859.pdf
[43] Arslan, S., Kutluca, T., & Özpınar, İ. (2011). Investigating mathematics
teacher candidates’ opinions about using ınformation & communication
technologies. Cypriot Journal of Educational Sciences, 2, 75-82.
[44] Yaman, H. (2007). Türkçe öğretmeni adaylarının ‘Öğretim Teknolojileri
ve materyal Geliştirme’ dersi bağlamında Türkçe öğretiminde teknoloji
kullanımına ilişkin yeterlilik ve algıları. Hasan Ali Yücel Eğitim
Fakültesi Dergisi, 7(1), 57-71.
[45] Eliküçük, H. (2006). Öğretmenlerin öğretme-öğrenme süreçlerinde
teknoloji kullanma yeterlilikleri (Yayınlanmamış Yüksek Lisans Tezi).
İstanbul: Marmara Üniversitesi.
[46] Tınmaz, H. (2004). An assessment of preservice teachers’ technology
perception in relation to their subject area (Unpublished Master
Dissertation) Ankara: Middle East Technıcal University.
[47] Coffland, D. & Strickland, A. W. (2000). Factors related to teacher use
of technology in secondary geometry instruction. In D. Willis, J. Price &
J. Willis (Eds.), Proceedings of Society for Information Technology &
Teacher Education International Conference 2000 (pp. 1048-1054).
Chesapeake, VA: Association for the Advancement of Computing in
Education (AACE).
[48] Tsai, C.-C., Lin, S. S. J., & Tsai, M.-J. (2001). Developing an Internet
attitude scale for high school students. Computers & Education, 37(1),
41-51.
[49] Kahraman, E. (2013). Türkçe öğretmenlerinin bilgisayar destekli eğitime
ve teknolojiye yönelik tutumları arasındaki ilişkinin incelenmesi
(Yayınlanmamış Yüksek Lisans Tezi). Niğde: Niğde Üniversitesi.
[50] Kubiatko, M., Usak, M., Yilmaz, K., & Tasar, M. F. (2010). A crossnational
study of Czech and Turkish university students attitudes
towards ICT used in science subjects. Journal of Baltic Science
Education, 9(2), 119-134.
[51] Tsitouridou, M., & Vryzas, K. (2003). Early childhood teachers’
attitudes towards computer and information technology: The case of
Greece. Information Technology in Childhood Education Annual
2003(1), 187-207.
[52] Delcourt, M. A. B., & Kinzie, M. B. (1991). Computer technologies in
teacher education: The measurement of attitudes and self-efficacy.
Paper presented at the Annual Meeting of the American Educational
Researcn Association, 3-7 April 1991, Chicago, IL, USA.
[53] Dupagne, M., & Krendl, K. A. (1992). Teachers' attitudes toward
computers: A review of the literature. Journal of Research on
Computing in Education, 24(3), 420-429.
[54] Galanouli, D., Murphy, C., & Gardner, J. (2004). Teachers’ perceptions
of the effectiveness of ICT-competence training. Computers &
Education, 43(1-2), 63-79.
[55] Ropp, M. M. (1999). Exploring individual characteristics associated
with learning to use computers in preservice teacher preparation.
Journal of Research on Computing in Education, 31(4), 402-424.
[56] Johnson, G. & Howell, A. (2005). Attitude Toward Instructional
Technology Following Required Versus Optional WebCT Usage.
Journal of Technology and Teacher Education, 13(4), 643-654. Norfolk,
VA: Society for Information Technology & Teacher Education.
@article{"International Journal of Business, Human and Social Sciences:71705", author = "Ahmet Oguz Akturk and Kemal Izci and Gurbuz Caliskan and Ismail Sahin", title = "Analyzing Preservice Teachers’ Attitudes towards Technology", abstract = "Rapid developments in technology in the present age
have made it necessary for communities to follow technological
developments and adapt themselves to these developments. One of
the fields that are most rapidly affected by these developments is
undoubtedly education. Determination of the attitudes of preservice
teachers, who live in an age of technology and get ready to raise
future individuals, is of paramount importance both educationally and
professionally. The purpose of this study was to analyze attitudes of
preservice teachers towards technology and some variables that
predict these attitudes (gender, daily duration of internet use, and the
number of technical devices owned). 329 preservice teachers
attending the education faculty of a large university in central Turkey
participated, on a volunteer basis, in this study, where relational
survey model was used as the research method. Research findings
reveal that preservice teachers’ attitudes towards technology are
positive and at the same time, the attitudes of male preservice
teachers towards technology are more positive than their female
counterparts. As a result of the stepwise multiple regression analysis
where factors predicting preservice teachers’ attitudes towards
technology, it was found that duration of daily internet use was the
strongest predictor of attitudes towards technology.", keywords = "Attitudes towards technology, preservice teachers,
gender, stepwise multiple regression analysis.", volume = "9", number = "12", pages = "4286-7", }
