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The study involved 264 Turkish pre-service science teachers, and analyses used four-way ANOVA, t-tests, Mann Whitney U test, and one-way ANOVA. Results showed one main effect for gender and an interaction effect between gender and computer competency level. The interaction indicated that male pre-service teachers with weak computer competency held more positive perceptions toward instructional technology than their counterparts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/analysis-of-turkish-prospective-science-teachers-perceptions-on-technology-in-education-article-2/593689/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/analysis-of-turkish-prospective-science-teachers-perceptions-on-technology-in-education-article-2/593689.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the study?","Question",{"text":112,"@type":113},"To determine and analyze Turkish pre-service science teachers’ perceptions of technology in education, considering learning style, computer competency, computer ownership, and gender.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many participants were involved and what methods were used?",{"text":117,"@type":113},"The study included 264 pre-service science teachers and used four-way ANOVA, t-tests, Mann Whitney U test, and one-way ANOVA for analysis.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the results show about gender and computer competency?",{"text":121,"@type":113},"There was one main effect for gender and an interaction effect between gender and computer competency level. Male pre-service teachers with weak computer competency showed more positive perceptions toward instructional technology.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593689,1792144984,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 41 | Issue 1 | Article 2 |\n| --- | --- |\n| 2016\u003Cbr>Analysis of Turkish Prospective Science Teachers’Perceptions on Technology in Education\u003Cbr>Mustafa Serdar Koksal\u003Cbr>Hacettepe University, bioeducator@gmail.com\u003Cbr>Suleyman Yaman\u003Cbr>Ondokuz Mayıs University, [syaman@omu.edu.tr](syaman@omu.edu.tr)\u003Cbr>Yavuz Saka\u003Cbr>Bulent Ecevit University, [yavuz.saka@karaelmas.edu.tr](yavuz.saka@karaelmas.edu.tr) |  |\n\nRecommended Citation  \nKoksal, M. S., Yaman, S., & Saka, Y. (2016). Analysis of Turkish Prospective Science Teachers’ Perceptions on Technology in Education. Australian Journal of Teacher Education, 41 (1).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol41/iss1/2](http://ro.ecu.edu.au/ajte/vol41/iss1/2)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol41/iss1/2](http://ro.ecu.edu.au/ajte/vol41/iss1/2)  \nAnalysis of Turkish Prospective Science Teachers’ Perceptions on  \nTechnology in Education  \nSuleyman Yaman  \nOndokuz Mayıs University, Turkey  \nMustafa Serdar Koksal  \nHacettepe University, Turkey  \nYavuz Saka  \nBulent Ecevit University, Turkey  \nAbstract: Purpose of this study was to determine and analyze Turkish  \npre-service science teachers'perceptions on technology in terms of  \nlearning style, computer competency level, possession of a computer,  \nand gender. The study involved 264 Turkish pre-service science  \nteachers. Analyses were conducted through four-way ANOVA, t-tests,  \nMann Whitney Utest and one-way ANOVAs and the results showed  \nthere were one main effect for gender and one interaction effect  \nbetween gender and computer competency level. The interaction effect pointed out that the male pre-service science teachers who were weak  \nin computer competency held more positive perceptions toward  \ninstructional technology than their counterparts.  \nIntroduction  \nReforming the public schools has long been a way of improving not just education but society in general (Tyack & Cuban, 1995) . Turkish students’ poor performance in Trends in International Mathematics and Science Study (TIMSS) and Programme for International Student Assessment (PISA) captured Turkish policy makers’ and educators’ attention (Acar, 2012; Anıl, 2009; Atar & Atar, 2012; Uzun, Bütüner, & Yiğit, 2010) . In 2004 Turkish Ministry of National Education (MEB) took serious measures to reform entire educational system. The reform initiatives embraced both structural and curricular changes in public schooling in Turkey. The curricular changes shifted all subject matters including science, mathematics, social science and language to be taught by a constructivist approach requiring teachers to enact student-centered and inquiry-based instructional strategies. As part of the structural changes, technology appeared to be a focal aspect of the schooling reform by providing internet connection and technology laboratories in almost all schools in 2006. This initiative was followed by a big project called F@TİH (Boosting Opportunities and Enhancing Technology) . Turkey is one of the nations having a large gap between high and low performing students in the world (Martin, Mullis & Foy, 2008) . The project aimed to close this gap by using technology to allow equal learning opportunities for all elementary, middle and high school students. Initiated in 2010 and piloted in 2011 the project with an $8 billion dollar budget required Ministry of Education to equip every classroom with a smart board and students with tablets ensuring rich and equal learning experiences for all students in 2012-2013 school year (Celik, Celen & Seferoglu, 2011) .  \nThe reform initiatives for change challenge “the cultural traditions of schools”(Romberg & Price, 1983, p. 159) and required fundamental shifts in teacher thinking, and their classroom practice. Cuban (1988) noted that reforms that seek to change the  \nfundamental facets in schools are essentially difficult to implement and sustain. This d","cbCaiaXq02XQvuOq","https://ap.wps.com/l/cbCaiaXq02XQvuOq","pdf",528702,21,"English","# Abstract\n# Introduction","[{\"question\":\"What was the purpose of the study?\",\"answer\":\"To determine and analyze Turkish pre-service science teachers’ perceptions of technology in education, considering learning style, computer competency, computer ownership, and gender.\"},{\"question\":\"How many participants were involved and what methods were used?\",\"answer\":\"The study included 264 pre-service science teachers and used four-way ANOVA, t-tests, Mann Whitney U test, and one-way ANOVA for analysis.\"},{\"question\":\"What did the results show about gender and computer competency?\",\"answer\":\"There was one main effect for gender and an interaction effect between gender and computer competency level. Male pre-service teachers with weak computer competency showed more positive perceptions toward instructional technology.\"}]","Analysis of Turkish Prospective Science Teachers’ Perceptions on Technology in Education - Article 2 | PDF",1792077724,53]