Improving the Technology Integration Skills of Prospective Teachers through Practice: a Case Study

Rapid developments in invented technologies lead educational institutions to effectively integrate these technologies into the teaching-learning processes. However, both institutions and individuals face different obstacles because of these integration processes. By taking various precautions maybe overcome. Thus, this study was designed to explore to what extend the course “Instructional Technology & Material Development,” from a non-thesis graduate teacher’s preparation program, contributed to pre-service teachers’ perceived computer competencies, attitudes toward computers and technology vision. The participants were 114 preservice teachers with a degree from the faculty of arts and science. Both quantitative and qualitative measures were used to collect data in order to validate the findings. Participants were asked to fill out a computer attitude scale and a computer competency scale both at the beginning and end of the course, as well as an open-ended questionnaire at the end of the course. Besides, the researcher had observed all the participants during their weekly assignments. The results showed that pre-service teachers developed a positive attitude towards using computers in their future classrooms and enhanced their computer competencies. Furthermore, they became desirous and curious about technology and more willing to use technology in their future careers. Although one can find numerous similar articles in the literature that produced similar results, in Turkish context, this article has valuable information for those teaching in non-theses teaching programs.