Science education faculty members who have earned science education
degrees from western countries have a positive effect on the use of
technological tools in science courses in Turkish higher education.
2. Science education faculty members who have earned science degrees from
Turkish universities have a limited knowledge on the use of technological
tools in science courses in Turkish higher education.
3. Science education graduate students who have been studying in science
education in western countries have positive attitudes for the use of
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technological tools in science courses have potential to impact Turkish higher
education, when they return to Turkey.
4. Most Turkish pre-service teachers know very little about effective use of
technology in education. Gender differences are apparent and females
consistently indicated that they knew less and hence may not integrate
technological tools in their teaching.
5. Turkish pre-service or new teachers are exposed to teacher educators that do
not sufficiently model the appropriate use of computers for instructional
purposes, either in courses or in field experiences. The technology that is used
focuses more on older and simpler instructional applications of computer
technology (e.g., computer assisted instruction, word processing) and older
educational technologies (e.g., overhead projectors, calculators, slides).
6. Faculty rank in general, made little vis-à-vis technology use in knowledge.