Which Technologies Do Pre-Service Teachers Prefer to Use While Presenting Their Teaching Skills and for What Purposes Do They Use These Technologies?

Fatma Sasmaz Oren

doi:10.5539/hes.v7n3p103

Abstract

This research aims to determine the technologies that pre-service science teachers prefer to use in micro teaching presentations performed for improving their teaching skills and to determine the purposes of using these technologies. For this purpose, the case study model was used in the research. The research was made with some 48 pre-service science teachers. In the research, data was collected from the presentation files the pre-service science teachers had prepared with respect to the microteaching applications, from the instructor’s observation notes on their presentations, from the view form and from the semi-structured interviews. According to the findings obtained from the research, the pre-service science teachers used computers, projection apparatuses, overhead projectors, videos, animations, simulations and microscopes the most in the microteaching applications. The pre-service science teacher’s expressed that they used technology primarily for reasons such as enhancing the comprehensibility of the subject, concretizing abstract subjects, ensuring visuality and saving time. Considering these results, some recommendations were made regarding the use of technology in science courses.

Highlights

The literature contains many studies that emphasize the importance of the integration of technology into education and into the learning process (Duran, Brunvand, & Fossum, 2009; Chay, Wong, & Gao, 2009; Tor & Erden, 2004; Keeler, 2008; Smolin & Lawless, 2011)
The findings of the study have been examined under two main titles as “the technologies that pre-service teachers prefer to use” and “the purposes of use of technology of pre-service teachers”
Data gathered by reviewing the presentation files, notes of instructors related to student observations during the presentations, view form and semi-structured interview records after the practices have been used in order to determine the technologies that pre-service teachers prefer to use in micro-teaching practices performed for improving their teaching skills

Summary

Introduction

The literature contains many studies that emphasize the importance of the integration of technology into education and into the learning process (Duran, Brunvand, & Fossum, 2009; Chay, Wong, & Gao, 2009; Tor & Erden, 2004; Keeler, 2008; Smolin & Lawless, 2011). According to Kabakçı-Yurdakul (2011), helping pre-service teachers gain technological and pedagogical content knowledge in the process of pre-service education is quite important for effective technology integration. Teachers need to be technically competent with using computers and integrate technology into teaching and learning activities (Koh, 2011). According to Stobaugh and Tassell (2011), technology is integral to education and technology integration is a critical element for pre-service teacher education. When these views are taken into consideration, it is understood that the integration of technology into the education of teachers is as quite important as its integration into all levels of education and instruction

Objectives

Methods

Results

Discussion

Conclusion