Abstract
In this study, pre-service science teachers' anxiety, self-efficacy and attitudes regarding educational technology were investigated. Given the increased emphasis on educational technology in the classroom, teachers' attitudes, anxiety and self-efficacy regarding educational technology are important. The study was conducted with a total of 726 pre-service science teachers enrolled in teacher education courses in Turkey and Switzerland. Three different questionnaires, with appropriate reliability and validity values, were used to collect data for pre-service science teachers' attitudes, anxiety and self-efficacy regarding education technology. The differences between the pre-service science teachers' attitudes, anxiety and self-efficacy regarding education technology were determined by t-test and one-way ANOVA. The data were analysed based on the dimensions of gender, country and age. Pearson's correlation coefficients were used for the relationships amongst the dependent variables. The findings revealed statistically significant differences amongst the pre-service science teachers' anxiety towards educational technology for all three dimensions (gender, country and age). Also, there were meaningful differences amongst the pre-service science teachers' self-efficacy in the three dimensions. When pre-service science teachers' attitudes towards educational technology were considered, there were only differences in the country dimension. The study revealed that pre-service science teachers had a high level of self-efficacy, an average level of anxiety and a high level of positive attitudes towards educational technology, and it also revealed that self-efficacy, anxiety and attitudes regarding educational technology are correlated.
Highlights
In the era of information and technology, scientific knowledge has increased almost exponentially, and the effects of science and technology significantly affect our everyday lives
The present study found that female participants had less anxiety towards educational technology in each country and in total
The Turkish government regards the use of educational technology in the classroom as an essential part of educating young generations, and it is spending a considerable amount of money through an ambitious project called ‘Fatih’, which includes providing a tablet for all students in compulsory education and interactive Smart Boards for each classroom
Summary
In the era of information and technology, scientific knowledge has increased almost exponentially, and the effects of science and technology significantly affect our everyday lives. Enhancing future teachers’ self- efficacy regarding educational technology, including computers, is likely to lead to lower anxiety and better attitudes in pre-service teachers towards using educational technology in their classrooms. Different studies have documented teachers’, students’ and pre-service teachers’ attitudes, anxiety and self-efficacy related to educational technology [33,25]. In Turkey, the implementation of the Fatih project, which involves making classrooms technology-oriented, including providing Smart Boards for every classroom and a tablet for every student has made it essential for teachers to be good technology users This project has changed the way teacher education programs prepare pre-service teachers for their future practices in the classroom. As future predictors, pre-service teachers’ attitudes, self-efficacy and anxiety are important in the development of their educational technology-related skills. The present study compares Swiss and Turkish pre-service science teachers’ attitudes, anxiety and self-efficacy related to educational technology. Are there differences between Swiss and Turkish pre-service science teachers’ attitudes towards educational technology?
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