Abstract
The aim of this study is to examine the teacher candidates’ technology competencies and perceptions in terms of various variables (gender, type of education, department, whether they have their own computers or not, the situation of connecting to the Internet). The study is a survey model, and the research group consists of five hundred eighteen teacher candidates studying in nine different departments in the spring term of 2018–2019 academic year at Atatürk University Kazım Karabekir Education Faculty. “Technology Perception Scale” and “Computer Competency Scale”, which is developed by Tınmaz (2004), were used as data collection tools. The Cronbach alpha value of the Technology Perception Scale was calculated as ninety-four, and the Computer Competency Scale was eighty-eight. Independent Samples “T” test and Kruskal Wallis “H” test were used for data analysis. It has been concluded that there is no significant difference in terms of technology competencies of the teacher candidates in terms of education type, department, having own computer or not, and internet connection variabilities but there is a significant difference in terms of technology competencies in terms of gender (in favor of male) and there is a significant difference in terms of perceptions of gender (in favor of men), type of education (in favor of evening education), department, whether having a computer or not (in favor of having a computer) and the variables of connecting to the Internet. 
Highlights
In our age, advances in science and technology are the main factors that affect the structure of societies and education systems
The aim of this study is to examine the teacher candidates’ technology competencies and perceptions in terms of various variables
It has been concluded that there is no significant difference in terms of technology competencies of the teacher candidates in terms of education type, department, having own computer or not, and internet connection variabilities but there is a significant difference in terms of technology competencies in terms of gender and there is a significant difference in terms of perceptions of gender, type of education, department, whether having a computer or not and the variables of connecting to the Internet
Summary
Advances in science and technology are the main factors that affect the structure of societies and education systems. Uçar (1999) states that most of the teachers cannot be equipped with sufficient knowledge and skills about instructional technologies in their pre-service education and they have deficiencies in terms of using technology in teaching processes and Aşan (2002) expresses that most of the teacher candidates graduated from faculties of education with limited knowledge about how to use technology in their courses. Teacher candidates’ perspectives on technology are very important to benefit from the opportunities offered by technology more effectively and efficiently (Çelik & Kahyaoğlu, 2007) In this context, in the faculties of education in which the knowledge and skills of the teaching profession are gained, there is a need for studies examining the level of perceptions of teacher candidates about technology, how much they have technological competencies, and how their attitudes towards technology have changed. The attitudes, values or perceptions pre-service teachers have about technology, whether received through parents, peers (Ellis, 2003), the necessity of conducting current research emerges
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
