Investigation of Pre-Service Social Studies Teachers’ Perceptions of Technology Integration Self-Efficacy and Technology Acceptance Levels with Regard to Various Variables

Abstract

The aim of this study was to investigate pre-service social studies teachers’ self-efficacy perceptions towards the integration of technology in education and their technology acceptance levels in terms of different variables (gender, grade, level of interest in technological innovations, training on the use of technology in education) and to reveal whether there was a significant relationship between them.181 pre-service social studies teachers studying at 3 different universities from 3 different regions in Turkey participated in the study which was designed in accordance with the relational survey and causal comparative models. The participation was on a voluntarily basis and the participants were selected using convenience sampling method. The data were collected through Computer Technology Integration Survey and Technology Acceptance Measure for Pre-service Teachers. SPSS 20 was used in data analysis. The results showed that gender had a significant effect on self-efficacy perceptions whereas it did not play a role in acceptance levels. In addition, it was found that although grade level did not have a significant effect on self-efficacy perception, it played a significant role in acceptance levels. Furthermore, the level of interest in technological innovations was found to have a significant effect on self-efficacy perceptions. It was also found that training on the use of technology in education had a significant impact on both self-efficacy perceptions and acceptance levels. Finally, this study revealed a positive moderate relationship between self-efficacy perceptions towards technology integration and technology acceptance levels of the participants