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					    IS THERE ANY CHANGE? : FOLLOW-UP FINDINGS OF
       PRESERVICE SCIENCE TEACHERS ATTITUDES
                TOWARDS TECHNOLOGY
                                                   Ilknur GUVEN
                                   Marmara University, Atatürk Education Faculty,
                        Elementary Education Science Teaching Department, Istanbul, TURKEY
                                           ilknur.guven@marmara.edu.tr

                                                                Abstract
Attitudes of preservice teachers are effective on their teaching methods after graduation. Because of that it is important to know preservice
science teachers attitudes towards technology. The aim of this research is to define whether there is a difference between 2005 and 2007 pre-
service science teacher groups attitudes towards technology. Study sample is totally 340 students among Fall students of 2004–2005
education year and Fall students of 2007–2008 education year at Marmara University Elementary Education Science Teaching Department in
Istanbul Turkey. Questionnaire as survey was used to get the perceptions of pre-service teachers towards technology. The scale is a 5-point
Likert type scale, and comprises 5 subscales. The calculated reliability coefficient is 0.87. In this study, the attitudes of the groups were
evaluated and analyses for each 5 subscales were made for each group, and the difference between the attitudes of the groups was
assessed.
Keywords: Technology attitude, Preservice science teachers attitude, Attitude towards technology

INTRODUCTION                                                              education technology “an integration of systems; which
                                                                          applies the data of various sciences on the broad areas of
Today, there have been huge developments in technology.                   education such as special aims, method, tools,
Information and Communication Technologies (ICTs) have                    measurement, and evaluation, and which provides the best
been successfully adopted in a variety of ways in teaching                use of man power in suitable tangible and intangible
and learning. Countries consider this on their education and              environments, the solution of the problems of education,
teaching programs. It is seen that ICTs have important roles              and lifting-up the quality” (Akpınar, E., Aktamış H., Ergin,
on science and technology curriculums of the developed                    Ö., 2005; quoted: Rıza, 2000), we can say that all of the
countries. ICTs are increasingly being recognised as                      above mentioned features are related to education
fundamental to the reform of education (Kerr, R.C, 2005;                  technology. In order to reach the general and specific goals
quoted: Muncey & MacQuillan, 1993). Australian                            defined at science classes, it is required to efficiently and
governments and school systems have invested billions of                  effectively use each element of education technology during
dollars in ICT over the past decade and it is estimated that              science classes (Akpınar, E., Aktamış H., Ergin, Ö., 2005).
half a billion dollars is now spent per year on ICT in public             As a matter of fact, the teachers should posses positive
schools by all Australian Governments (Kerr, R.C, 2005;                   attitudes towards technology to be able to use the
quoted: Cappie and Wood 2004). This is also same for the                  technology in the world of education most efficiently. The
developing countries. For example, the Mauritius Institute of             teachers, who have negative attitudes towards technology
Education (MIE), the sole teacher education institution in                are not expected to benefit well in this field and to insert
Mauritius, has been entrusted the task of training teachers               efficiently   the    technology     to    education-teaching
in ICT and with ICT. The aim is to prepare the teachers for               environment.
the integration of ICT in teaching and learning.
Consequently, MIE has infused ICT in all of its courses. It               Various studies have addressed the issue of student attitude
has also invested in the creation and strengthening of                    towards instructional technology and specifically toward
several fully-fledged computer laboratories, equipped with                computer technology and technologically enriched learning
the latest Technologies (Jhurree V., Bessoondyal H., Fisher               environments. Erwin, insists that attitude is an important
D., 2005). Similarly, the Tasmanian Government spends a                   construct and must be measured because of its usefulness
significant component of its education budget on supporting               in predicting behavior (Njagi, Smith, Isbell, 2005). Yenice
ICT in schools (Kerr, R.C, 2005). As one of the developing                (2003) showed that the computer supported teaching
countries, Turkey has been giving importance to education                 method affected positively the attitudes of the students
and improving education. Science and Technology                           towards computers. Teachers, who experience computer
Teaching Program was prepared as for 6th, 7th, and 8th                    anxiety and are afraid of using technology are likely to resist
Science and Technology Classes under the modernization                    using them, whereas teachers who feel comfortable with
plan of Turkish Republic National Education Ministry,                     technology and have positive attitudes towards computers
Programs Department (TTK) by the Science Class Special                    are more likely to use technology in their instruction (Kumar
Expert Commission for the year 2004. In this program, the                 P. and Kumar A., 2003). If we want the attitude of the next
reflections of the science subjects towards daily life were               generation towards technology to be positive, we have to
heavily considered, the name of the class of “Science” was                have an idea about today’s preservice teachers attitude
changed to “Science and Technology”, and decided to have                  towards technology and train them in that way. The
4 hours in a week (MEB,2007). Teacher at science class,                   literature on teachers of mathematics and science has
should provide the students the content and the gains of the              explored their beliefs on teaching and learning, their
unit by using every type of tools and activities, which have              attitudes toward computers, and the obstacles they perceive
educational value, within the capabilities of the school and              in integrating technology. Some researchers like Garthwait
the environment. To achieve this, the students should be                  & Weller, Kim, Grabowski, Song, claimed that teachers'
equipped with required skills to reach information related to             educational beliefs about teaching and learning, about
science from all types of technological sources including                 students, about pedagogy, and about the role of technology
internet, they must believe in this, and benefit from various             strongly influenced the integration of technology (Li, Q.,
sources during their studies. (Akpınar, E., Aktamış H., Ergin,            2007; quoted: Garthwait & Weller, Kim, Grabowski, Song,
Ö., 2005; quoted: MEB, 2000:1012). When we describe the                   2003). They conducted in-depth interviews and classroom



                                                                    502
observations of five middle school science teachers. The               participate in the Science Teaching Program which is
teachers perceived that using Web resources made                       offered for them in the university for four years.
students' learning more dynamic and active. This approach
motivated students to be more active in the learning                   METHOD
process. It also promoted interaction and communication                Research Model
among students and between students and teachers. The
Webenhanced environment forced teachers to change their                This study’s research design is longitudinal and descriptive.
role from knowledge dispensers to facilitators (Li, Q., 2007).         Quantitative research methods (descriptives and t-test) were
In another study Yuen & Ma examined preservice teachers'               used in order to investigate the research problem that was
computer acceptance and concluded that the perceived                   to determine the attitudes of pre-service science teachers.
usefulness of technology had a significantly positive effect
on teachers' intentions to use computers in the classroom.             Sample and Population
The teachers who reported high levels of personal use were             192 students in their first (90) and fourth (102) year among
more likely to use computers in classrooms. Further, when a            Fall students of 2004–2005 education year and 148
computer was perceived as easy to use, teachers tended to              students in their first (58) and fourth (90) year among Fall
think it was useful and intended to use them in the                    students of 2007–2008 education year at Marmara
classroom(Li, Q. 2007; quoted: Yuen&Ma, 2002). Teachers’               University Elementary Education Science Teaching
attitudes are important because of their use of technology in          Department in Istanbul Turkey. Totally 340 students
class is dependent on their beliefs. In a study by Russell,            participated to this sudy.
Bebell, O’Dwyer, and O’Connor, these three components of
pedagogical beliefs about teaching and learning, self-                 Data Collection
efficacy beliefs about technology use, and beliefs about the
perceived value of computers were found to be the main                 Questionnaire as a survey was used to get the perceptions
predictors of teachers’ classroom technology use (Park,                of pre-service teachers towards technology. The scale used
                                                                       in this study was developed by Yavuz (2005). It is a 5-point
S.H. and Ertmer, P.A. 2007; quoted: Russell, Bebell,
O’Dwyer, and O’Connor, 2003).                                          Likert type scale, and comprises 5 subscales as “not using
                                                                       technological tools in education, using technological tools in
It is important to use technology on every part of education,          education, the effects of technology in educational life,
however, it is paramount to apply it in science. For this              teaching how to use technological tools and evaluating
reason, it is expected that the science teachers to have               technological tools” and 19 items. The items of scale are
more positive attitudes. Actually, in their research about             given below:
Secondary Science Teachers’ Attitudes Towards ICT In
Scotland Gray ve Souter (2000) revealed that relative to               Items of “Not Using Technological Tools In Education” are
other subject teachers, science teachers came out positively           listed below:
                                                                       1. E-mail is only for communication; it cannot be used in
with regard to use of and confidence in ICT (Gray, D.S. and
Souter, N. 2000). Because of that it is important to know              education.
science teachers attitudes towards technology.                         2. OHP, slides and projection should not be preferred as
                                                                       they take too much time to be used.
It is highly important to learn whether there is any variation         3. Using the Internet in the learning process is a waste of
of the attitudes of pre-service teachers towards technology            time.
during their university education, as well as to learn their           4. Using technological tools does not affect students’
attitudes towards technology. This kind of longitudinal                motivation.
attitude study was conducted by McGinnis (1998) and his                5. Technological tools do not need to be used in instruction.
colleagues. This study describes the ongoing use of a valid
and reliable instrument to measure longitudinally teacher              Items of “Using Technological Tools In Education” are listed
candidates' attitudes and beliefs. The instrument, "Attitudes          below:
                                                                       6. Recording some parts of the lesson on videotapes could
and Beliefs about the Nature of and the Teaching of
Mathematics and Science," was developed for the Maryland               provide the students the opportunity to see their mistakes.
Collaborative for Teacher Preparation (MCTP). The MCTP                 7. Because the videotapes could be watched again,
                                                                       students could get feedback.
is a National Science Foundation-funded undergraduate
teacher preparation program for science and mathematics                8. Technological tools could be used for practice or revision.
elementary/middle level teachers. Data were collected from             9. Students should receive basic education on computer
                                                                       literacy.
1995 to Fall 1997. It was determined that the MCTP
appears to be affecting participating teacher candidates'              Items of “The Effects Of Technology In Educational Life ”
attitudes towards and beliefs about mathematics and                    are listed below:
science in the direction intended (McGinnis J.,R., Kramer,             10. Using current technologies would promote the
S., Watanabe, T., 1998).                                               improvement of new ones.
In this study the attitudes of the 1st and 4th year preservice         11. Technological facilities have a positive effect on
                                                                       productive studying and learning.
science teachers were evaluated and analyses for each 5
subscales were made for each group, and the difference                 12. Using technology would facilitate the understanding of
between the attitudes of the groups was assessed. Also,                difficult subjects.
                                                                       13. One does not have to use technological facilities in order
longitudinally preservice science teachers' attitudes towards
technology is described.                                               to be successful in life.

Aim of the Study                                                       Items of “Teaching How To Use Technological Tools” are
                                                                       listed below:
In this study it was aimed to define the attitudes of pre-             14. Daily and yearly plans should be prepared by teachers
service science teachers those were in their first and fourth          using computers.
(last) year during 2004–2005 and 2007–2008 academic                    15. Lessons should often include computer-assisted
year related to technology in education. And also it was               instruction.
aimed to see if the attitudes of the preservice science                16. Students should get advance information on the usage
teachers towards technology change over time as they                   of new technologies.




                                                                 503
17. The usage of new technologies in teacher training                    tools              4th year
                                                                                                         102   4,01
                                                                         in education       students
should be increased.                                                                        1st year
                                                                         Using
                                                                                                         90    4,14
                                                                         technological      students
Items of “Evaluating Technological Tools” are listed below:               tools in          4th year
                                                                                                                          190    -1,05       0,294
18. Technological tools could only succeed when they                                                     102   4,03
                                                                         education          students
address all the sense organs.                                            The Effects        1st year
                                                                                                         90    3,89
                                                                         Of                 students
19. In order to be able to graduate from the university, the             Technology
                                                                                                                          190    -1,44       0,152
                                                                          In                4th year
ability to “use the technological materials of the field” should         Educational        students
                                                                                                         102   3,75
be rated.                                                                 Life
                                                                         Teaching           1st year
                                                                                                         90    4,17
The calculated reliability coefficient by Yavuz is 0.87. For             How                students
                                                                          To Use                                          190    -4,16       0,000*
this research reliability coefficient was calculated again and           Technological
                                                                                            4th year
                                                                                                         102   3,72
found the same which is 0,87.                                                               students
                                                                         Tools
                                                                                            1st year
                                                                         Evaluating                      90    3,51
Data Analysis                                                            Technological
                                                                                            students
                                                                                                                          190    -2,58       0,011*
                                                                                            4th year
                                                                         Tools                           102   3,21
In this study, the attitudes of the 1st and 4th year students                               students
were evaluated by using SPSS 10.0 software, analyses for                 p<0,05
each 5 subscales were made for each group, and the
difference between the attitudes of the groups was                       In table above, the means of each subscale are given for
assessed. The significance level is p<0,05. In order to                  both groups as comparatively. A closer examination of the
transfer the answers of the students to SPSS, the positive               table reveals that the means of 2004–2005 1st year
items were scored as 5 for Strongly Agree, 4 for Agree, 3 for            students for all 5 subscales are higher than those of 2004–
Undecided, 2 for Disagree, and 1 for Strongly Disagree.                  2005 4th year students. Because of that, it can be said that
Negative items      were scored on the reverse order. The                1st year pre-service science teachers displayed more
average scores of the students for each of the 5 subscales               positive attitude than 4th year pre-service science teachers
were analyzed for two of the groups to make the                          towards technology. In addition, to see if there was a
comparision. In addition, to see if there was a meaningful               meaningful difference between two groups attitudes;
difference between two groups’ attitudes; independent                    independent samples t test was done. As a result of this
samples t test was done. For the same group paired-                      test, there is a statistically meaningful difference between
samples t test was done. The defined score intervals for                 two groups on behalf of 1st year students for the 4th
rating to compare the averages with a 5-point Likert-type                subscale and also there is a statistically meaningful
scale are as below (Altun,A. 2003):                                      difference between two groups on behalf of 1st year
                                                                         students for the 5th subscale.
Strongly agree 5.00-4.20
Agree 4.19-3.40                                                          Table 3: Independent “t” test results for the means of
                                                                         attitude scores for each subscale of 2004–2005
Undecided 3.39-2.60
                                                                         academic year’s 1st year and 2007–2008 academic
Disagree 2.59-1.80                                                       year’s 1st year preservice science teachers

Strongly disagree 1.79-1.00                                                                      Groups of
                                                                           Subscales of          pre-service          _
This given order is valid for positive items. For negative                 Scale                  science      n      X         df       t            P
                                                                                                 teachers
items it is on the reverse order.                                                                2004-2005
                                                                           Not using             1st year      90     3,98
RESULTS AND PRESENTATION OF FINDINGS                                       technological         students
                                                                                                                                146      -0.85        0,395
                                                                           tools                 2007-2008
Table 1: Groups of the research                                            in education          1st year      58     4,08
                                                                                                 students
Marmara            University    n                                                               2004-2005
Prescience Science Teachers                                                Using                 1st year      90     4,14
                                                                           technological         students
2004-2005 academic year          90                                                                                             146      1,86         0,065
                                                                            tools in             2007-2008
1st year students                                                          education             1st year      58     3,92
                                                                                                 students
2004-2005 academic year          102
                                                                                                 2004-2005
4th year students
                                                                           The Effects Of        1st year      90     3,89
2007-2008 academic year          58                                        Technology            students
                                                                                                                                146      0,46         0,643
1st year students                                                          In Educational        2007-2008
                                                                           Life                  1st year      58     3,84
2007-2008 academic year          90                                                              students
4th year students                                                                                2004-2005
                                                                           Teaching How          1st year      90     4,17
TOTAL                            340                                       To Use                students
                                                                                                                                146      2,54         0,012*
                                                                           Technological         2007-2008
                                                                           Tools                 1st year      58     3,89
                                                                                                 students
In table above research groups are listed.                                                       2004-2005
                                                                                                 1st year      90     3,51
                                                                           Evaluating
Table 2: Independent “t” test results for the means of                     Technological
                                                                                                 students
                                                                                                                                146      2,18         0,031*
attitude scores for each subscale of 2004–2005                                                   2007-2008
                                                                           Tools
                                                                                                 1st year      58     3,21
academic year’s 1st year and 4th year preservice                                                 students
science teachers                                                         p<0,05
                Groups of
                pre-
Subscales of
                service
                                       _                                 In table above the results are seen for independent “t” test
Scale                       n          X      df    t      p
                science                                                  for 2004–2005 academic year 1st year and 2007–2008
                teachers                                                 academic year 1st year preservice science teachers’
Not using       1st year                                                 attitude scores towards technology for each subscale. When
                            90         3,98   190   0,30   0,762
technological   students
                                                                         this table analyzed for each subscale one by one, it can be


                                                                   504
seen that there is no significant difference statistically for the         Table 5: Independent “t” test results for the means of
first three subscale. According the results of “t” test for the            attitude scores for each subscale of 2007–2008
“Teaching How To Use Technological Tools” subscale;                        academic year’s 1st year and 2007–2008 academic
there is a statistically meaningful difference on behalf of                year’s 4th year preservice science teachers
2004–2005 1st year students. According to this result the
1st year preservice science teachers of 2004–2005                                               Groups of
                                                                           Subscales of         pre-service
academic year displayed more positive attitude on this                     Scale                science       n
                                                                                                                    _
                                                                                                                           df    t           p
subscale when we compare them with 1st year students of                                                             X
                                                                                                teachers
2007–2008 academic year. The same result is seen for                                            2007-2008
                                                                                                1st year      58    4,08
“Evaluating Technological Tools” subscale. On this subscale                Not using
                                                                           technological        students
also, the 1st year students of four years ago displayed more                                                               165   3,40        0,089
                                                                           tools in             2007-2008
positive attitude according to this years 1st year students.               education            4th year      109   4,25
                                                                                                students
                                                                                                2007-2008
Table 4: Independent “t” test results for the means of                     Using                1st year      58    3,92
attitude scores for each subscale of 2004–2005                             technological        students
                                                                                                                           165   3,05        0,054
academic year’s 4th year and 2007–2008 academic                            tools in             2007-2008
                                                                           education            4th year      109   4,15
year’s 4th year preservice science teachers                                                     students
                                                                                                2007-2008
                    Groups of                                                                   1st year      58    3,84
                    pre-                                                   The Effects Of
                                                                                                students
    Subscales of                           _                               Technology In                                   165   2,06        0,313
                    service                                                                     2007-2008
    Scale                       n      X       df    t      p              Educational Life
                    science                                                                     4th year      109   3,95
                    teachers                                                                    students
                    2004-2005                                                                   2007-2008
    Not using       4th year    102    4,01                                Teaching How         1st year      58    3,89
    technological   students                         -                     To Use               students
                                               209          0,027*                                                         165   2,11        0,286
    tools in        2007-2008                        3,55                  Technological        2007-2008
    education       4th year    109    4,25                                Tools                4th year      109   4,01
                    students                                                                    students
                    2004-2005                                                                   2007-2008
    Using           4th year    102    4,03                                                     1st year      58    3,21
    technological   students                         -                     Evaluating
                                                                                                students
                                               209          0,238          Technological                                   165   2,85        0,009*
    tools in        2007-2008                        2,40                                       2007-2008
    education                                                              Tools
                    4th year    109    4,15                                                     4th year      109   3,55
                    students                                                                    students
    The Effects     2004-2005                                              p<0,05
    Of              4th year    102    3,75
    Technology      students                         -
                                               209          0,033*
    In              2007-2008                        3,33                  In table above the results are seen for independent “t” test
    Educational     4th year    109    3,95                                for 2007–2008 academic year 1st year and 2007–2008
    Life            students
                    2004-2005                                              academic year 4th year preservice science teachers’
    Teaching        4th year    102    3,72                                attitude scores towards technology for each subscale. When
    How To Use      students                         -                     this table analyzed for each subscale one by one, it can be
                                               209          0,007*
    Technological   2007-2008                        3,72
    Tools           4th year    109    4,01
                                                                           seen that there is no significant difference statistically for the
                    students                                               first four subscale. According the results of “t” test for the
                    2004-2005                                              “Evaluating Technological Tools” subscale; there is a
                    4th year    102    3,21                                statistically meaningful difference on behalf of 2007–2008
    Evaluating
                    students                         -
    Technological
                    2007-2008
                                               209
                                                     3,35
                                                            0,002*         4th year students. According to this result, 2007–2008
    Tools
                    4th year    109    3,55                                academic year 4th year preservice science teachers
                    students                                               displayed more positive attitude when they compared with
                                                                           the 1st year students.
p<0,05
                                                                           Table 6: Paired Samples “t” test results for the means
In table above the results are seen for independent “t” test               of attitude scores for each subscale of 2004–2005
for 2004–2005 academic year 4th year and 2007–2008                         academic year’s 1st year and 2007–2008 academic
academic year 4th year preservice science teachers’                        year’s 4th year preservice science teachers
attitude scores towards technology for each subscale. When                                    Groups of
                                                                           Subscales of       pre-service
this table analyzed for each subscale one by one, only for                 Scale              science         n
                                                                                                                    _
                                                                                                                           df        t           p
                                                                                                                    X
the second subscale which is “using technological tools in                                    teachers
education” there is no significant difference. For the                     Not using          2004-2005 1st
                                                                                                              90    3,98
remaining subscales of scale there are statistically                       technological      year students
                                                                                                                           197       -5,53       0,00*
                                                                           tools in
meaningful differences on behalf of 2007–2008 academic                     education
                                                                                              2007-2008 4th
                                                                                                              109   4,25
year 4th year preservice science teachers. This means that,                                   year students
                                                                           Using              2004-2005 1st
there is a meaningful difference between these two groups’                 technological      year students
                                                                                                              90    4,14
                                                                                                                           197       -1,72       0,08
attitudes towards technology on behalf of the preservice                   tools in           2007-2008 4th
                                                                                                              109   4,15
science teachers that will graduate this year. This result can             education          year students
                                                                           The Effects        2004-2005 1st
be interpreted as this years’ graduates are more                           Of                 year students
                                                                                                              90    3,89
enthusiastic about using technology in their professional life             Technology
                                                                                                                           197       -1,85       0,07
after graduation according to the graduates of four years                  In                 2007-2008 4th
                                                                                                              109   3,95
                                                                           Educational        year students
ago. This is a good result if one thinks about the place of                Life
technology in educational life.                                            Teaching           2004-2005 1st
                                                                                                              90    4,17
                                                                           How To Use         year students
                                                                                                                           197       0,67        0,51
                                                                           Technological      2007-2008 4th
                                                                                                              109   4,01
                                                                           Tools              year students
                                                                                              2004-2005 1st
                                                                           Evaluating                         90    3,51
                                                                                              year students
                                                                           Technological                                   197       -0,68       0,50
                                                                                              2007-2008 4th
                                                                           Tools                              109   3,55
                                                                                              year students
                                                                           p<0,05


                                                                     505
In table above paired samples “t” test results for the means             towards technology. From this point of view, it will be useful
of attitude scores for each subscale of 2004–2005 academic               to educate the preservice teachers during their universitry
year’s 1st year and 2007–2008 academic year’s 4th year                   years in a more conscious manner, which can make them
preservice science teachers; which are the same group                    aware about how much the practice of technology is
students; are seen. When the table analyzed in detail it can             important and necessary on science education.
be seen that there is a statistically significant difference for
the first subscale which is “Not using technological tools in            In order to provide the teachers to use technology with no
education”. This difference is on behalf of the 4th year                 hesitation, additional academic programs can be organized
students. These students answered in level of “disagree”                 at universities. For example, The Master Technology
when they were in their first year for the stuation of not using         Teacher (MTT) Program at The University of Alabama (UA)
technological tools in education, the same group answered                encourages collaboration among educators (preservice
in level of “strongly disagree” when they are in their fouth             teachers, inservice teachers, and university faculty) to
year in university. This means that there is a positive                  integrate technology into the secondary education content
development on preservice science teachers attitudes.                    classroom. The program was initiated as one of UA's
There are no significant differences for the remaining                   Project Integrating Technology (Project I.T.) contributions to
subscales. This can be interpreted as these students                     a Preparing Tomorrow's Teachers to Use Technology (PT3)
attitudes towards technology did’nt show big difference.                 consortia effort in the state of Alabama. The overall goal of
                                                                         Project I.T. is to enable preservice teachers to fully use
CONCLUSION AND DISCUSSION                                                instructional technologies and to prepare them for
                                                                         classroom best practices to enhance teaching and learning
Previous study of this research was conducted in 2004–                   (Wright, V. H., Wilson, E. K., Gordon, W., & Stallworth, J. B.,
2005 academic year with the 1st year and 4th year                        2002).
preservice science teachers. The results of the past
research revealed that 1st year preservice science teachers              Additionally, it is planned to repeat this study after 4 years
attitudes towards technology were more positive than those               for the current 1st year students, when they are in their 4th
of 4th year preservice science teachers (Güven, I. 2005).                year, because it would be useful to continue to follow the
                                                                         attitude variations.
In this years’ study results, when the attitudes’ of the 2007–
2008 academic years’ 1st and 4th year students are                       REFERENCES
analyzed, it has been seen that 4th year students displayed
more positive attitudes than the 1st year students. Besides,
when the attitudes of the preservice teachers are compared,               Altun,A. 2003. Ögretmen Adaylarının Bilişsel Stilleri ile
who graduated 4 years ago and the ones, who will graduate                  Bilgisayara Yönelik Tutumları Arasındaki İlişkinin
this year, it is observed that this years graduates have more              İncelenmesi. The Turkish Online Journal of Educational
positive attitudes. It can be said that the new preservice                 Technology - TOJET January 2003 ISSN: 1303-6521
teachers have more positive attitudes. This result is                      Volume 2, Issue 1, Article 9 Retrieved 14/03/2005 from
expected, because the place of technology got bigger                       Tojet Web site: http://www.tojet.net/articles/219.htm
according to the past 4 years. As a matter of fact, the                   Akpınar,E.,Aktamış H., Ergin, Ö. (2005). Fen Bilgisi
reflections of new developments in the world of technology                 Dersinde Eğitim Teknolojisi Kullanılmasına İlişkin
have greater effects on education during last years. The                   Öğrenci Görüşleri. The Turkish Online Journal of
science teacher candidates show more positive attitudes                    Educational Technology - TOJET January 2005 ISSN:
towards technology and this is increasing each year. So,                   1303-6521 Volume 4, Issue 1, Article 12. Retrieved
this means that they are affected in the same direction                    February       27,   2008     from    Tojet    Web     site:
positively.                                                                http://www.tojet.net/articles/4112.htm
                                                                          Gray,D.S. and Souter,N. (2000). Secondary Science
This study is important because of the designation of the                  Teachers Use Of, and Attitudes Towards, ICT In
preservice science teachers attitudes towards technology                   Scotland. Proceedıngs Of The International Symposium
for two different critical terms that is when they were in first           "Bioed 2000"The Challenge Of The Next Century,18
year and when they were in last year in university and to                  May, 2000 , Paris,France. Retrieved March 27, 2008
have an idea about the effect of their university education;               from                         Web                       site:
that has been offered for them during their university                     http://intl.concord.org/cbe/papers/souter_Secondary.html
education; on technology attitude. According to Fang,
                                                                          Güven,I. (2005). Preservice Science Teacher Attitudes
“teacher’s beliefs are shaped by many factors. Among them
                                                                           Towards Technology. Proceedings of the Fourth
are the influences of discipline subculture, the quality of
                                                                           International Conference on Science, Mathematics and
preservice experience in the classroom, and the opportunity
                                                                           Technology Education, Victoria, Canada, August 25-28,
for reflection on the preservice experience(Park, S.,H.,
                                                                           2005.
Ertmer, P.,A, 2007; quoted: Fang, 1996). Beliefs are
                                                                          Jhurree V., Bessoondyal H., Fisher D. (2005). The
considered the “best indicators of the decisions individuals
                                                                           Association between Students’ Perceptions of the
make throughout their lives (Park, S.,H., Ertmer, P.,A,
                                                                           Computer Laboratory Environment and their Attitudinal
2007). Because attitudes are effected by the beliefs of
                                                                           Outcomes in a Teacher Education Institution.
individuals, than it is important to know science teachers
                                                                           Proceedings of the Fourth International Conference on
attitudes towards technology. Kagan           cited significant
                                                                           Science, Mathematics and Technology Education,
evidence supporting the relationship between teacher
                                                                           Victoria, Canada, August 25-28, 2005.
beliefs and their decisions about classroom practice (Park,
S.,H., Ertmer, P.,A, 2007; quoted: Kagan, 1992).                          Kerr,R.C.(2005). An Investigation of Tasmanian Year 11
                                                                           Science        Students’Perceptions      of     Information
According to the results of this study, science preservice                 Communication Technology-RichLearning Environments.
teachers are in more positive attitudes than their past 4                  Proceedings of the Fourth International Conference on
years. However, the results of 2004-2005 (their 1st year at                Science, Mathematics and Technology Education,
university) and 2007-2008 (their 4th year at university)                   Victoria, Canada, August 25-28, 2005.
academic years say that the students, who were exposed to                 Kumar S.P. and Kumar, A. (2003). Effect of a Web-
same scale showed no big difference in terms of their                      Based Project on Preservice and Inservice Teachers’
attitudes. This means that the education they got at the                   Attitude toward Computers and Their Technology.
university did almost no positive effect to their attitudes


                                                                   506
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   Li, Q. (2007). Student and Teacher Views About
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   McGinnis J.,R., Kramer, S., Watanabe, T. (1998). A
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   Wright, V. H., Wilson, E. K., Gordon, W., & Stallworth, J.
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