The Assessment of Technology Integration into Science Lesson Textbooks

Abstract

Textbooks are still accepted as one of the most influential materials used during instruction today. On the other hand technological devices and processes have been used more during instruction as in every field in our lives. Therefore, this study aims to assess technology integration into textbooks for students’ motivation. In this context, science lesson textbooks from 3rd to 8th grades were examined in terms of included technological concepts or technology use in the activities and handled digital competences. The study is carried out with the document analysis method in a qualitative research and it is found that technology, television, telephone and computer are the most used concepts in textbooks. And also it is found that “information and data literacy” and “communication and collaboration” competences identified in the European Digital Competency Framework are used most in the textbook activities. “Digital content creation” and “problem solving” competences are included less in the textbook activities. Depending on the data obtained from the study, it is seen that the use of only QR codes in textbooks is not sufficient to improve the students’ digital competency. For this reason, it is suggested that different technological methods and techniques should be used more.