Universal Journal of Educational Research Vol. 7(4), pp. 1140 - 1146
DOI: 10.13189/ujer.2019.070426
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Views of the Pre-service Classroom Teachers about Technology Literacy

Selcen Süheyla Ergün 1,*, Nuray Kurtdede Fidan 1, Nuray Yildirim 2
1 Faculty of Education, Afyon Kocatepe University, Turkey
2 Sandıklı School of Applied Sciences, Afyon Kocatepe University, Turkey


Technology literacy can be defined as the whole of the intellectual process, competence and order that individuals need to understand about the relationship between technology and themselves and society. An individual with technology literacy can question technological processes and innovations critically. The aim of this research is to examine the views of the pre-service classroom teachers about technology literacy. The participants of the study are 160 pre-service classroom teachers attending Afyon Kocatepe University. Of them eighty were third grade students and the remaining eighty were fourth grade students. The data of the study were collected through the administration of a survey questionnaire with six open-ended items which was developed by the authors. The data obtained were analysed using the descriptive statistics. The findings are given in tables and discussed. The findings indicate that most of the participants actively use technology and that they often tend to use it in the courses. The participants reported that they could use technological devices more in the courses of social studies, science and life sciences. It is emphasized that the correct use of technological tools can lead to desirable results, but the incorrect use of technological devices may produce undesirable results and that technology should be used consciously.

Attitude towards Technology, Technology Education, Pre-service Classroom Teachers

Cite this paper
Selcen Süheyla Ergün , Nuray Kurtdede Fidan , Nuray Yildirim . "Views of the Pre-service Classroom Teachers about Technology Literacy." Universal Journal of Educational Research 7.4 (2019) 1140 - 1146. doi: 10.13189/ujer.2019.070426.