Abstract
Purpose of this study was to determine and analyze Turkish pre-service science teachers' perceptions on technology in terms of learning style, computer competency level, possession of a computer, and gender. The study involved 264 Turkish pre-service science teachers. Analyses were conducted through four-way ANOVA, t-tests, Mann Whitney U test and one-way ANOVAs and the results showed there were one main effect for gender and one interaction effect between gender and computer competency level. The interaction effect pointed out that the male pre-service science teachers who were weak in computer competency held more positive perceptions toward instructional technology than their counterparts.
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