In search of pre-service EFL certificate teachers’ attitudes towards technology

Hatice Gülru Yüksel · Suzan Kavanoz

35 citations0/0 files storedProcedia Computer Science

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Gender and Technology in Education Digital literacy in education Education and Technology Integration

Abstract

The increasing importance of computers in today’s world forces teachers and educators to become technology-proficient teachers, and to make use of technology in the classroom practices. All over the world most countries acknowledging the need for technologically proficient teachers, have started to infuse some degree of technological competency into pre-service teacher training programmes. Turkey was not an exception. The Turkish Ministry of National Education (MoNE) has started to promote computer use within schools, through policy, and through the provision of computers and professional development (Akkoyunlu, 2002; Rosaen, Hobson, & Khan, 2003; Cohen & Tally, 2004). The Council of Higher Education (HEC) has responded to these initiatives by integrating technology into teacher education programmes. However, like in many other countries several problems have been encountered in the implementation of technology (Salaberry, 2001; Asan, 2003; Çakıroglu & Cakıroglu, 2003; Özden, 2007). Among several other problems prospective teachers’ attitudes towards technology is the most important one (Gunter, 2001; Johnson & Howell, 2005). Given the significance this study investigated the attitudes of pre-service TEFL teachers toward technology. A twelve item 5-point Likert scale questionnaire was used to collect data from a sample of 200 TEFL Certificate programme students in a state university in Istanbul. Additionally, the study investigated the relationship between attitudes and two independent variables: academic background and gender. The study will contribute to the knowledge regarding the importance of pre-service EFL teachers’ attitudes towards the use of technology for the purpose of teaching a foreign language.

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2005Teachers’ attitudes toward information and communication technologies: the case of Syrian EFL teachers 2003Examining Teacher Technology Use 2004Teacher Dispositions as Predictors of Classroom Technology Use 2000Effects of an Educational Computing Course on Preservice and Inservice Teachers 2004Exploring users' attitudes and intentions toward the web as a survey tool 2004Moving From Theory to Practice: An Examination of the Factors That Preservice Teachers Encounter as the Attempt to Gain Experience Teaching with Technology During Field Placement Experiences 2003Reflections on Teacher Education in Turkey 2006Factors Influencing Teachers’ Attitudes Toward Personal Use and School Use of Computers

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2015Using Technology in the Classroom: A Study with Turkish Pre-Service EFL Teachers.2015University instructors’ concerns and perceptions of technology integration

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