Science Education International

34(3), 166-176
https://doi.org/10.33828/sei.v34.i3.1

ORIGINAL ARTICLE

Integration of Technology into Science Teaching:

A Phenomenological Study on the Experiences of the
Pre-service Teachers
Esra Kabataş Memiş1*, Sümeyra Zeynep Et2, Elif Sönmez3
1
Department of Science Education, Faculty of Education, Kastamonun University, Turkey, 2Department of Measurement and Evaluation in Education,
Faculty of Education, Fırat University, Turkey, 3Department of Primary Education, Faculty of Education, Kastamonu University, Turkey
*Corresponding Author: [email protected]

ABSTRACT
Improvements in science and technology have led to changes in education as well as in many other fields. These changes have made
it necessary for today’s individuals to have a set of skills in different fields. One of these fields is technology-related skills. Learning
environments that require the use of technology undoubtedly play a key role in raising individuals with technological skills. In this
direction, the aim of this research is to study the experiences of pre-service science teachers related to the use of technology within
the scope of a course. In this qualitative research, a phenomenological methodology was used to reveal the understandings of pre-
service science teachers on the experience of integrating technological applications into science teaching. In this context, in-depth
semi-structured interviews were conducted with 10 pre-service teachers, about their experiences. As a result of the inductive content
analysis, the following four themes, which reflect how the participants interpret the integration of technology in science teaching, were
determined in line with the experiences of the participants: The technological tools used in the learning environment and why they are
preferred, the necessity of the technological knowledge in the teaching profession, the necessity of the use of technology in the learning
environment, and the characteristics of a qualified teacher. Based on the results, the practices for teacher education in the integration of
technology in science teaching were discussed.

KEY WORDS: Pre-service science teachers; technology; technology literacy

INTRODUCTION is considered as an important resource for individuals who

I
have the 21st century skills (Fadzil, 2018). The inclusion of
n today’s world, improvements in science and technology
educational technologies supports an efficient and effective
have an impact on social and cultural changes. These
learning practice by enriching the learning environments as
changes are observed to lead to positive developments in
it appeals to multiple senses (Boz and Özerbaş, 2020; Güneş
different fields such as education and teaching (İşman, 2002;
and Buluç, 2017; Kuzgun and Özdinç, 2017). In addition to
Martin et al., 2011; Önal, 2017; Önür and Kozikoğlu, 2019).
that, as technology provides the learners’ participation in the
Education and teaching technologies are examples of these
process, individuals can learn by exploring and a permanent
positive developments. The concept of educational technology,
learning environment is provided (Kuzgun and Özdinç, 2017).
apart from the use of tools and equipment in education (Özçiftçi
As the learning environment becomes more attractive, the
and Çakır, 2015), is defined as a set of academic systems
ability to construct new knowledge is apt to positively affect
that effectively design learning-teaching environments and
the motivation of the individuals (Güneş and Bulunç, 2017;
increase the quality and permanence of the learning product
Yılmaz, 2019). Another advantage of using educational
(İşman, 2002).
technologies is that individuals, who are intertwined with
Today, the integration of technology into the learning technological elements, can adapt to innovations and be
environment has an important place in the education process. It more open to change by being familiar to the developments
is possible to mention that, educational technologies integrated in technology (Önür and Kozikoğlu, 2019). The way to raise
into the learning process along with appropriate pedagogical individuals who can use these technologies effectively and
practices provide many advantages for both teachers and efficiently is closely related to the integration of educational
students. First of all, the main function of integrating technologies into learning-teaching environments (Olszewski
educational technologies into learning environments is defined and Crompton, 2020; Ozan and Taşgın, 2017). By this
as assisting students in reaching the specific goals that are set way, students are provided with an individual learning
in the education programs (Deryakulu, 1991). In other words, environment and supported to be lifelong learners (Elvan and
the integration of technology into the educational environment Mutlubaş, 2020).

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While the integration of technology into education is expected education (UNESCO, 2002; Türker, 2019). The inclusion of
to overcome some problems, the potential to create new the educational technologies in educational environments is
problems has been interpreted as technological developments considered necessary in every discipline, as well as science
contain both hope and challenges (Sudarsana et al., 2019). courses, to make sure that the individuals can get the required
These challenges were defined by Ertmer (1999) as “first and knowledge and skills (Önal, 2017). By this way, teachers can
second order barriers.” First-order barriers are actually non- support meaningful learning through the inclusion of (Boz
teacher factors such as availability of equipment, access to and Özerbaş, 2020) assistive technologies such as animations,
resources, training, and support (Winter et al., 2021). Hinson simulations, videos, PowerPoint, and ready-made content (Bonk,
et al. (2006) stated that one of the reasons for the failure of 2016). From this point of view, the technologies that pre-service
their project for teachers to integrate Web-based applications teachers use in the classroom environment and their opinions
into their teaching was their assumption that all classrooms and experiences regarding to the use of these technologies are
had internet access. Although years have passed since this of great importance for them to be competent for their students
project and access to the Internet is thought to have improved, who are the individuals of the digital age (Önal, 2017). In this
a report published by UNICEF (2020) during the COVID-19 context, the aim of this study is to reveal the experiences of
pandemic shows that globally, two-thirds of children and pre-service science teachers regarding to the integration of
young people aged 25 and under do not have an internet educational technologies into the teaching process.
connection at home. In this context, it is possible to say that
one of the biggest obstacles to technology integration is the METHODS
problem of access to the internet (de Guzman, 2022). Adov
Research Design
and Mäeots (2021) stated that schools and local governments
In this study, a qualitative research approach with a
should support the necessary technology access to solve the
phenomenological design was used to explore the experiences
problem of poor infrastructure or internet in the context of their
and perspectives of pre-service teachers on the integration
research. Dean (2020), another researcher working on barriers
of technological applications into science teaching. The
to technology integration in education, suggested that teachers
phenomenological studies focused on analyzing the perceived
should be supported to adopt new technologies and schools
or the experienced phenomena (Flynn and Korcuska, 2018)
should have advanced Wifi as a solution to the problems of
and searching for the general essences or the basic structures
access to internet and computers and Wifi barriers. A secondary
related to the context (Giorgi, 1985). Accordingly, this study
barrier to technology integration is teachers’ intrinsic factors
aimed to gain more insight into the understandings of pre-
such as attitudes and beliefs about technology use, skills,
service teachers on the experience of integrating technological
and knowledge (Winter et al., 2021). Secondary barriers are
applications into science teaching and to reveal patterns related
teachers’ lack of attitudes, beliefs, knowledge, and skills related
to the phenomenon.
to the use of technology (Ertmer et al., 1999). To eliminate
these obstacles, it is necessary to provide support to faculties The Study Group
during teacher education, to involve faculties in decision- The participants of this study were 10 senior students who
making processes by making them active (Brzycki and Dudt, were studying in the Department of Science Teaching at a
2005), and to support pre-service teachers’ experience in the medium-sized university in Turkey, during the fall semester of
use of technology. In this context, it is thought that the research the 2019–2020 academic year. Purposive sampling method was
conducted in this context is important in terms of providing preferred for selecting the participants. In a qualitative study,
pre-service teachers with the opportunity to experience the it is recommended to use a relatively small and purposefully
integration of technology into education. selected sample group (Miles and Huberman, 1994) to increase
the depth of understanding (Palinkas et al., 2015). Therefore,
Academics, governments, and organizations emphasize the need
purposive sampling method is used in the qualitative research
to develop digital skills to make effective use of technology
to select participants who are most likely to provide appropriate
to enhance student learning (UNESCO, 2002; Olszewski and
and useful information (Kelly, 2010). In this study, to reveal
Crompton, 2020). Teachers are the ones who will support
the understanding of the pre-service teachers related to the
the development of these skills and integrate educational experience of integrating technological applications into
technologies into the learning-teaching process (Özçiftçi and science teaching, the study group consisted of pre-service
Çakır, 2015). Therefore, the skills and perceptions of teachers science teachers who received the necessary pedagogical
related to the use of technology are very important (Güneş background through courses such as science teaching and
and Bulunç, 2017). The reports prepared on the technological instructional technologies. Eight of the participants were
practices revealed that teachers face several obstacles during female and two of them were male.
educational practices (Voet and De Wever, 2017). One of
these obstacles is the limited knowledge and skills the teachers Planning and Practice of Technology-based Teaching
have related to the use of technology (Hew and Brush, 2007). Process
For the teachers to overcome these obstacles, the teacher In the scope of the study, the participants were asked to use their
training institutions should offer technology-supported teaching experience for teaching a subject of their own choice

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specific to the field of science at the higher education level, integration of technological applications into science teaching,
by planning and delivering a course in which technological came out, which are: The technological tools included in the
applications are integrated through any teaching method. In learning environment and the reasons why they were preferred,
this direction, the researchers guided the pre-service teachers the requirement of the technological knowledge in the teaching
individually in the stages of deciding on the technological profession, the necessity of using technology in the learning
applications, they preferred to use and planning the course. environment and the characteristics of a qualified teacher. The
The planning process took approximately three weeks of coding conducted within the scope of these themes, as well
the participants. The participants preferred to use different as quotations from the participants, are presented under the
technological applications in the presentation and evaluation following titles:
processes of the course in the subject area (physics, chemistry,
Views on the Technological Applications Used and the
and biology) of their own choice. Each participant individually
performed the teaching plan they prepared under the guidance
Reasons why They were Preferred
Information on the pre-service teachers’ use of technology
of the researchers, in a course period. At the end of this practice,
is presented in Table 1. The pre-service teachers used the
their views about the experience of integrating technological
technology of their own choice at different stages of the
applications into science teaching were received through a
course. Three pre-service teachers (T2, T8, and T10) used the
semi-structured interview.
technological tool(s); they chose only for presentation, while
Semi-structured Interview the other pre-service teachers used them for both presentation
Within the scope of this research, a semi-structured interview and evaluation. The frequency of the use of the technological
form was prepared to receive the views of pre-service teachers tools for presentation is respectively as follows: Video (seven),
on their experiences of teaching science using technological web-based simulation (four), animation (three), slide (two),
applications. In this interview form, there are questions, which picture (two), smart board (one), and Publisher program
aim to evaluate the experiences of the participants, about (one). Similarly, the technological tools used for assessment
the technological applications preferred by the participants are Kahoot program (four), video (two), and Quizzes (two).
and their reasons for preferring them, the planning process The pre-service teachers mentioned that they spent 2 h, a few
(such as deciding on the technological application and its days, a week or 1–2 months to decide on the technological
integration into the teaching practice, the research process means. While most of the pre-service teachers decided
for the application, determining the research source, and its according to the suitability for the subject by receiving the
reliability) and the place and importance of technology in the information from the research source, only one pre-service
teaching profession. Right after the practices, the interviews teacher (T5) clearly stated that they spent a long time to decide
were conducted individually in approximately a 30-min-period on the technological means and also spent much time due to the
and recorded on a voice recorder. fact that they created the technology themself. This pre-service
Data Analysis teacher expressed this situation as follows: “Videoscribe took
The data gathered through semi-structured interviews about me a lot of time. Dubbing was very difficult. It was already
the experiences of pre-service science teachers in integrating difficult to create that video and it was also very difficult to
technological applications into science teaching were analyzed adjust its duration and the duration of the text. The picture did
based on inductive content analysis approach. The purpose of not challenge me that much, but finding the video and finding
using this approach is to build a broad description of the related the other video in the summary section took me a lot of time. It
phenomenon by creating themes and categories from the data took me a month and a half. I’ve been working and researching
set (Elo and Kyngäs, 2008; Zhang and Wildemuth, 2009). non-stop for a long time.” T2, who reported a research period
Accordingly, the researchers conducted open coding by reading of one week, stated that they conducted the process on a daily
the views of the participants for several times. The interview basis research, as follows: “I performed research for minimum
contents were analyzed to note all the aspects. Following the 4-5 hours every day. I looked for ideas by calling and asking my
open coding process, the data were grouped and categories and friends about how I could use technology.” On the other hand,
themes with a broader scope were determined. As a result of T3 stated that they were good with technology and therefore,
the analysis of the data, the following themes came out; the did not spend much time on the research process: “I did not
technological applications preferred and the reasons why they spend a lot of time to create it as I am very fast about subjects
were used, the planning of the teaching process, and the place that I have an idea about in technology. Therefore, preparing
and importance of technology in the teaching profession. The all the materials did not even take me half a day.” T10 stated
categories and coding created within the scope of these themes that they conducted the research with the help of peers and
as well as quotations from the participants are gathered under the area of profession of these peers was related to technology
the title of Findings. and thus, their practical experiences were taken as a reference.
T10 expressed this situation as follows: “I also consulted my
Findings friends. I have friends who study in Ankara, they are actually
As a result of the analysis of the data, four themes, which teachers. They are doing their Master’s degree and at the
represent the understanding of the pre-service teachers on the same time, they are teaching at private schools. I contacted

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Table 1: The technological tools pre‑service teachers preferred

Technological tools Presentation Video T1, T3, T4, T6, T7, T8, T10
Web‑based simulation T2, T5, T7, T9
Animation T2, T4, T8
Slide T3, T8
Picture T4, T5
Smart Board T3
Publisher Prog./cartoon dubbing T4
Evaluation Kahoot T3, T6, T7, T9
Video T4, T5
Quizzes T1, T3,
Research duration 2h T8
A few days T1, T3, T4, T10
1 week T2, T6, T7, T9
1–2 months T5
Research source Internet T1, T2, T3, T4, T5, T6, T8
Peer T1, T2, T5, T6, T7, T8, T10
Book T9
Testing the reliability of the information in the source Yes T4, T6, T7, T8, T9, T10

my friends studying in the department of Computer Education hand, when the same pre-service teacher was asked whether
and Instructional Technologies. I asked them “What can I she compared the information she took as a source with the
do?”, “How can you help me?”. Most of them recommended chemistry books within the scope of her subject, she said, “No,
this website. They said that it was very useful and used in I did not check it with the chemistry book, to be honest.” T4
private schools as well. Then I researched and I really liked stated that they evaluated with reference to the undergraduate
it, so I used it.” course source and stated that: “We already study this kind of
The pre-service teachers emphasized that they used the subjects in special subjects in biology. There are studies that
internet, peers, and books as research sources while conducting include articles about these studies in the content of our course.
this research. They clearly stated that they conducted I also read the articles and I copied the photographs from the
research on the internet, especially through search engines articles, not by saying, “Oh, this sheep,” but by saying, “this
such as Youtube, Google, Edu Media, etc., and completed sheep is really Dolly,” for example. Then, there was also a
the process by testing the reliability of the information they cloned cow called Emi… I searched on Google on the internet
reached. They mentioned about testing the reliability of the and chose the best quality picture.” T7, who believed that the
information that video might be reliable if it is referenced video of a program on a documentary channel was reliable
or published by an official institution or broadcast by well- and explained as follows: “I searched on YouTube. I mean, I
known documentary channels; likewise, it is important that was randomly browsing and I found the most reliable one. It
the sources of the pictures are included and that they reflect was a how-to video on the Discovery Channel. In general, I
the truth. For example, T1 reflected these issues as follows; thought it was reliable because it was very well-known. At the
“I mean, this video was like a public service announcement. end, I think there was an electromagnetism video from National
I believed that it was reliable because I didn’t just watch the Geographic. I showed that whole video...”
video. I already had a knowledge about this subject from usual The pre-service teachers gave reasons why they used the
sources, I had done a research about it earlier. In my opinion, technologies they chose. The findings related to this issue are
all the information presented was good. Thus, I thought, it was presented in Table 2. Respectively from the most frequent
suitable.” T1 emphasized the fact that it was a public service to the least, the pre-service teachers stated that they used
announcement as well as evaluating it by reasoning it out. the technologies they chose because they were helpful for
T2, on the other hand, stated that, they preferred to conduct learning, suitable for the level, enabled concretization, ensured
the research on the websites of official institutions, and that,
permanence, reflected content in detail, were completing,
comparing the websites with each other was a way of testing
reflected the subject as a whole, were understandable and
the reliability of the information: “I mostly preferred to search
attractive, were easy to use and free of charge.
on the official websites, where, as you know, I cited my videos
from. Apart from that, I took information from the pages at the T1, who considered it as helpful for learning stated that: “I
points I envisioned something extra to the information that is thought that, the video was explanatory. I did not mention the
already accepted today. For example, I took many different benefits and harms of antibiotics. I thought, when they watch
websites as source for these. I paid attention to the consistency this video, they would understand it and even if they hadn’t
of different statements from different websites.” On the other had an idea, they could get an idea about it. I thought the

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teacher showed us a lot of applications. I discovered this

Table 2: Reason for the technology used
application in that course and I adapted it.
Reason for use Pre‑service teacher
T2 compared the videos they accessed and stated that the video
Helps learning T1, T2, T3, T4, T5, T6, T7
Suitable for level T2, T3, T4, T5, T6, T7, T8
they chose provided more retention than the others due to the
Enables concretization T2, T3, T4, T5, T6, T7, T10 fact that the video was detailed and provided concretization:
Ensures permanence T1, T2, T3, T5, T6, T10 I chose two videos about the circulatory system and an
Reflects content in detail T1, T2, T3, T5, T6, T10 animation from YouTube, which were suitable for the level.
For completion T2, T3, T4, T7, T9
In my opinion, they were good. They were describing
Reflects the subject as a whole T1, T2, T5, T8
the structure of the heart by demonstrating everything
Understandable T1, T2, T4, T7
from the atria to the beating of the ventricles and were
Attractive T3, T4, T6
more memorable and concrete than the other videos.
Reflective T10
Easy to use T1
The other videos were very difficult to understand. For
Free of charge T9 example, the sources I chose were demonstrating the
atria and the beating of ventricles and their contraction
and relaxation, while the other videos did not include
quiz program would serve as a consolidation for the subject. such demonstrations. They were providing only verbal
That is why I preferred them.” Based on personal experience, information while the one I chose was demonstrating the
T7 emphasized that it was understandable and stated that: “It beats and everything, visually.
seemed understandable when I first watched it. I intended my
While sharing their own experiences, the pre-service teachers
classmates to have that same feeling when they watched it
sometimes self-evaluated the process and sometimes could not
because frankly, physics and electromagnetism were subjects
answer the questions. For instance, T3 stated that their previous
that I was a little afraid of. Then, when I watched the video,
presentations were inadequate due to the lack of technology:
I said to myself that, if I understood it, my classmates would
understand it as well, therefore, I used it.” One pre-service My previous presentation, in which I included a slide
teacher (T6) even stated that it provided better learning show, was very monotonous and dull. I didn’t care
because it was visual: “When it is visual, it is more permanent much if the students understood or not. However, I
in the brain. I chose it to pay attention.” T5 created their own enriched this presentation with visuals, thus, it became
simulation and used it in the process. The reason for this action more memorable. Also, according to a source I read,
is summarized in a dialog between the researcher and T5: students can remember more easily when they visually
render what they see. Therefore, I included pictures or
R: How did you come up with this idea? Why didn’t you
videos as technological applications, so that it could
deliver it on a piece of paper, rather than creating a
be more memorable and course-based and also to
simulation?
encourage the students to participate. I wanted to draw
T5: In fact, if I had delivered it on paper, it would be very
students’ attention, what is red cabbage?, what kind of
simple. There are many different kinds of technologies
characteristics does it actually have?, using pictures and
today and technological applications are constantly in
through someone else’s voice, rather than me lecturing
our lives. As a teacher, I have researched a lot about
all the time. I tried to make the course more interesting
such applications and if I intend to ask questions, there
for the students. I think, this applies to everyone; hearing
are many applications about asking questions. But I
different voices and different opinions or encountering
thought, if I create a video with videoscribe, it will be
with different sources is more important in terms of the
more permanent in their minds. I turned it into a story.
content of the course.
If I just asked them a question by telling them that, there
is a sensor and a flash, I don’t think it would have much Some pre-service teachers made sure that the technological
of an effect on them. application they chose covered the whole subject. For instance,
R: You actually delivered it in a plot T8 stated it as follows: “I preferred the most detailed one that
T5: Yes. describes the content of my subject. For example, some of them
R: How did you come up with the idea of creating did not demonstrate the choledochal ducts coming from the
Videoscribe? liver while the one I chose was clearly demonstrating them
T5: Actually, no one advised me. I had already mentioned all. For the detailed description, I chose the one that was
that I was going to set up such a plot. I had to create a suitable for the level.” Moreover, we observed that the issue
question and enter the class with that question. Then I of suitability for the level also took place in the statements of
thought, it would be better if I delivered it through a case the pre-service teachers. The pre-service teachers specifically
study. I knew the train paradox, but I thought, I shouldn’t stated that they were careful to choose the technology that is
deliver it only through it. Then, we had a material course, suitable for the level. Sample statements from the pre-service
in which I learned how to adapt it to technology. Our teachers on this issue are as follows:

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T3: Actually, it is a bit impossible for a middle school have changed from that time until now and technology has
student to use Kahootu. They aren’t allowed to use improved a lot, so, of course, I haven’t been able to catch
phones and tablets. It is an application that can only be up with it while studying in this department. However,
used on the board, under the assistance of the teacher. since my friends work at private schools, they are a little
However, since we are at the university level here, I more interested in this field. Thus, their opinions were a
actually thought, it would be interactive and better. little more valuable for me.
T6: I used Kahoot. I showed a video from Youtube about
T3 stated that it is important to have the technological
the plasma state of the matter. In fact, I searched a lot
knowledge and that, this knowledge is necessary for proper,
for the video and about what can be done, but it was the
timely, and accurate use of technology: “The teachers need
most reasonable one suitable for the university level. The
to have a good command of all the materials and programs
other videos were mostly in the form of lectures.
in which technology will be used. They need to think about
T7: Exactly, its being appropriate for the level. Then
where they can use them during the course. They need to
it should also be understandable. And actually, I also
paid attention to the image quality, the sound and the consider in detail as they provide permanent information to
suitability for the location. I can’t think of anything else the students. If the students get something wrong, it can be
right now. very difficult to correct it while using technology.”. T2 and
T8:...I actually included it at the end of the course to T7 also made a similar statement and they mentioned that
provide retention. In the same way, it was describing the the technological knowledge is required to be able to adapt to
subjects in detail, according to the level. The video was life and keep up with the age. Furthermore, T5 clearly stated
23 minutes, but I showed 10 minutes of it. that the technological knowledge is necessary and that this
knowledge can be obtained also through technology. With
The pre-service teachers stated in the interviews that sometimes reference to their experience of a video that they individually
their own descriptions or a technological tool they used worked on and created, T5 stated that:
cannot be sufficient alone and that they used it for completion.
For example, T4 emphasized that the use of technological Actually, yes, it is required. However, you can always
applications supported their development, facilitated their access everything through research. After all, I didn’t
work, and was helpful for the students in the process, as know everything about it. I had seen that videoscribe in the
follows: “In this way, I improve myself. Sometimes, when there class, yes, but I didn’t know the details. You can reach it
is a subject that is impossible or difficult to define, it is helpful by making and trying and through mistakes and research.
to make the best of the technology. I think it will be more useful In this respect, technology is very useful.
both for myself and for my students during the course.” The Although pre-service teachers stated that technology makes life
pre-service teachers also stated that using only one kind of easier, they also emphasized that the technological knowledge
technology can be insufficient sometimes, thus, they chose is not required. In fact, mentioning the characteristics of an
more than one technological tool to support each other. Related efficient teacher, T4 emphasized that, the use of technology is
to this issue, T9 stated that: “I used both Kahoot and simulation not that important: “Even if the teachers don’t know how to use
because they would be insufficient by themselves.” technology, I believe they will be able to manage by using their
Reflections on the Need for the Technological Knowledge skills and the board in the best way. However, I also think that
The pre-service teachers were asked to evaluate whether the having knowledge about technology will always be helpful”.
technological knowledge is required in determining or using T9 also made a similar contradictory statement by mentioning
the technological applications they choose, or not. Half of that, they did not need the technological knowledge although
the pre-service teachers (T2, T3, T5, T6, and T7) thought they already emphasized the necessity of it by mentioning
that it was necessary, four of them (T1, T4, T9, and T10) their own technological knowledge: “Actually, I did not feel
stated that it was not necessary, and one (T8) did not provide the necessity of technological knowledge. I already knew how
an answer for this question. The pre-service teachers stated to use Kahoot and I had seen how to use the simulation from
that they felt the need for the technological knowledge while the teacher.” T10 also stated that, the Edu Media program
determining the technological application, they used and that, they used is a program that everyone can use, so, no extra
they sometimes felt themselves inadequate, therefore, they knowledge is required to use it.
consulted people who had technological knowledge, during Thoughts on the Question, Why Use Technology?
their research. However, T10, who stated that the technological Pre-service teachers explained why a teacher should use
knowledge was not required, actually used a research source
technology by mentioning several reasons. They stated that
that contradicted this idea. T10 clearly stated this situation by
technology helps learning, being an efficient teacher, keeping
also evaluating themself, as follows:
up with the age, saving time, concretizing, attracting attention,
I actually studied computer science in high school. providing easy access to resources, reinforcement, reaching
I have a little more knowledge in this field. I am actually many resources, and being technology literate. Table 3 presents
a graduate of technical high school, but so many things the findings regarding the reasons.

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It should not be used randomly at any time and any point.

Table 3: Reasons for using technology
It should be used at the right point, at the right time, and
Reasons Pre‑service teacher for the right purpose. Although technology is necessary,
Helps learning T1, T3, T5, T6, T7, T8 it might be diverted to different directions by students.
To be an efficient teacher T2, T3, T6, T7, T8 For example, you shouldn’t just use the application in
To save time T2, T7, T8, T9, T10 a smart board and leave. If you leave the students alone
To keep up with the age T1, T5, T6, T7, T10 with it, they might browse for inconvenient content. Or
To Concretize T2, T7, T8, T9
there should be limitations for the students, so that they
To attract attention T1, T5, T6, T10
know when to use it.
For easier access to resources T5, T7, T8
To consolidate T2, T8, T10 The pre-service teachers clearly stated that the effective
To be able to reach many resources T7, T10 use of technology by the teachers has a reflection on the
To be technology literate T2, T8 students. They strongly emphasized the fact that using
technology helps students to learn better and retain
The pre-service teachers mostly emphasized that the use of the course as it helps the teachers to fulfill their own
technology should help their own development, such as being inefficiencies, helps to access easily to more resources,
an efficient teacher and keeping up with the age. Especially helps reinforcement, and makes the class more interesting
T5, who emphasized the importance of adapting to the process for the students. T7 stated that using technology is
in this technological age, stated that: “Actually, teachers beneficial for both the teacher and the student and even
should have a good technological knowledge, which I don’t for the parents and expressed it as follows:
think I have. To gain this knowledge, I have to research and Actually, it makes it easier for both the teacher and the
follow technological applications constantly. There are a lot student. It saves a lot of time. It not only appeals to the
of new applications and programs. Technology is actually verbal learning skills of the students, but also to their
constantly renewing itself. While information was previously visual or auditory learning skills. It can provide permanent
a concept that could be accessed in a month, nowadays it learning. The teacher can teach more effectively. As there
can be accessed very quickly. New information may come are so many applications, it even helps the parents as
out even within hours. So, we have to keep up with it.” T2 well. There are various things. For example, feedback
also emphasized that they wanted to receive training during applications are very advantageous for parents as they
their studies to be able to use technology effectively: “I can keep track of their children.
really don’t know how to use technology, but I’m going to
be a teacher. Therefore, as I need to learn, I will apply to the Only two of the pre-service teachers stated that use of technology
summer courses offered by our municipality.” Pre-service is important for being technology literate. Moreover, some of
teachers think that it is important to keep up with the age, the pre-service teachers emphasized that technology should
which is also a prerequisite for being an efficient teacher. T6 be used in moderation, otherwise it may lead to unwanted
emphasized this issue as follows: consequences. For instance, related to this issue, T7 stated that:
A teacher should use technology. I felt the lack of it. Our It should be used in moderation. I mean, it should be
age is the age of technology and the children improve understandable without boring the student. If the teachers
themselves very fast and as I mentioned, they get more already have a good command of the subject and have the
interested in the course when they use technology. I also required knowledge about the technology, they can use it
experienced it during my internship period. When teachers very easily and adapt it in moderation. However, if they
use technology, they have self-confidence and are better aren’t efficient in the field and don’t know how to use the
in classroom management. technology well, then there may be some problems. They
might not know what to do at what point, or may encounter
The pre-service teachers emphasized that technology should unwanted consequences. Students may get detached and
be used in line with its purpose, when it is required and the subject may deviate from its aim.
serves for the improvement of the teachers and their teaching
skills. T3 emphasized that, to be efficient, teachers should Reflections on the Characteristics of a Qualified Teacher
be good guides for using technology and clearly stated that The pre-service teachers listed the characteristics of an efficient
technology should not be included as a routine. T3 explained teacher as; having a good command of the field, having a
it as follows: “It is sufficient in terms of student participation, vision and technological knowledge, being able to ask good
but if it is routinized, it will bore the students. The efficiency questions, having pedagogical knowledge, being good at
of the teacher is important here, they should direct and classroom management, being able to act as a guide, having
guide the students.” T4 also made a similar explanation by communication skills, caring about the individual differences,
emphasizing that, technology should be used effectively, at being able to manage the time, being innovative and just, and
the appropriate time and for the right purpose and stated in being able to choose the suitable technology for the level.
the interview that: Table 4 presents the findings on teacher characteristics.

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Table 4: Characteristics of a qualified teacher CONCLUSION AND DISCUSSION

Characteristics of teacher Pre‑service teacher The aim of this study is to reveal the experiences of the pre-
Efficient in the field T1, T2, T3, T4, T5, T6, T7, T10
service science teachers regarding to their preferences and
Has a vision/has the technological T1, T2, T3, T4, T5, T7, T8 processes of use of technology, within the scope of a course.
knowledge In this context, different views of pre-service science teachers
Asks good questions T1, T2, T4, T7, T8, T9 on the integration of technology were focused on, throughout
Has pedagogical knowledge T1, T4, T5, T7, T9, T10 the research. The most important of these views were related
Has good classroom management skills T1, T5, T6, T7 to the type of technology that the pre-service teachers preferred
Guide T1, T5, T6, T8 to integrate into the course process, the stage of the course in
Has communication skills T1, T4, T6 which the technological tools were integrated, the time they
Cares for individual differences T2, T6 spent on integrating the technology and the main research
Has time management skills T2, T9 sources they used in the process. In this regard, video was
Innovative T2, T10 the most preferred tool by the pre-service teachers, at the
Just T2 presentation stage, while the smart board and the Publisher
Able to choose the right technology for T2 application were among the least preferred tools. In the
the level
evaluation stage of the course, Kahoot program, video, and
Quizzes program were employed as technological tools. The
Seven of the pre-service teachers emphasized the characteristics majority of the pre-service teachers stated that they included
of having a vision with technological knowledge and one pre- the technological tools they preferred in both the presentation
service teacher emphasized the characteristic of being able and evaluation stages of the course. Another aspect focused on
to choose the suitable technology for the level, as a result of in the study was the information sources used in the process
this practice they participated in. The characteristics that help and the evaluation of these sources. It was observed that the
completing the course effectively were strongly emphasized. majority of the pre-service teachers tested the reliability of the
Some sample statements cited from the pre-service teachers sources they used, which were the internet, the peers, and the
are as follows: books. Therefore, it is possible to say that pre-service teachers
T1: Having good pedagogical knowledge, using questioned the reliability of the information sources. Another
appropriate vocabulary, having good communication context this research focused on was revealing the reasons
skills, being good at classroom management, for example, underlying the technology preferences of the pre-service
when the teacher asks questions, it is important whether teachers. The pre-service teachers expressed the following
the students listen to the teacher or not, and being able reasons for preference: Being helpful for learning, being
to keep the classroom in an order. suitable for the level, providing concretization and permanence,
T4: Especially, as we mentioned earlier, the way of reflecting the content in detail, being complementary, reflecting
addressing and the field knowledge are really important. the whole subject, being understandable and attractive,
The questions asked by the teacher are very important, and being easy to use and free of charge. Another part of
especially in terms of being understandable. Techers can the research consisted of the evaluations of the pre-service
always define a subject, but if they aren’t aware of the teachers about the requirement of technological knowledge to
level of the student, it will be hard to deliver that subject implement course plans that include technology. While half of
to the student. I think these issues are important. the pre-service teachers thought that technological knowledge
T5: The teacher must have a good command of the was necessary, four of them stated that it was not necessary
classroom, have a good knowledge of the subject and one of them did not answer this question. The question
and really know what to use at what point. For of the requirement of technological knowledge prompted the
example, the teacher must have an idea about the researchers to learn the opinions of the pre-service teachers on
technological applications, when to ask questions, and the use of technology and how they position the technological
most importantly, I think, have a good command of the knowledge among the characteristics of a qualified teacher
classroom. today. It was observed that having technological knowledge
was listed among the characteristics of a qualified teacher by
T6: The teacher must have a good command of the
the majority of the pre-service teachers.
classroom and be able to see all the students. While
communicating with a student, the other students must The global community and the information age have been
not be ignored. I realized in my own presentation that, the shaping the use of technologies to enhance changes in the
teacher should not only deal with the student who is on economic, cultural, and communication spheres in today’s
the board, but should be able to address the whole class. world (Ejikeme and Okpala, 2017). In particular, changes
The teacher also must have good field knowledge, which in information and communication technologies have
will provide better self-confidence and make it easier to transformed many different fields, and education has also
manage the classroom. Individual differences also mustn’t been affected by this transformation (Liesa-Orús et al., 2020).
be ignored. With the inclusion of technology in the educational scenarios,

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 Memiş, et al.: Integration of technology into science teaching

the learning styles of 21st century students have started to and suitable for the level, providing concretization, reflecting
differ from those of the previous generations (Shafie et al., the details of the content, providing permanence, being easy
2019). With the increasing integration of technology in K-12 to use, and free of charge. These reasons expressed by the pre-
classrooms, this change makes it necessary for teachers to service teachers are grouped under headings such as advantage,
have a deep understanding and efficiency in technological suitability, and convenience. This result is similar to the
tools to be able to train individuals with the skills required discourses of the theories regarding the decisions of individuals
for using the 21st century technological tools (Giles, 2019). in the processes of adaptation to innovation. In other words,
Thus, it was observed that teacher education programs aim to it is observed that the participants consider the advantage,
train pre-service teachers with the necessary skills to integrate suitability, convenience/complexity of the innovation during
technology into teaching and learning experiences (Francom the process of decision-making (Rogers, 2003; Karahanna
and Moon, 2018). The presence of pre-service teachers with et al., 1999). The fact that the pre-service teachers were asked
these skills will lead to future good practices (Giles, 2019). to integrate technology into their course content as a new
This study is important in terms of providing an opportunity practice method instead of a familiar one reveals that the reasons
for pre-service teachers to practice technology integration underlying the decision-making processes of the pre-service
in their courses. Revealing which technological means the teachers are compatible with the theories in the literature.
pre-service teachers preferred in their practices related to the
Today’s students are expected to have various skills to be
integration of technology into the context of science courses
successful in their future professional lives. These skills,
was the starting point in revealing the process this practice.
which are mentioned as, 21st century skills, have been defined
Video was the most preferred tool by the pre-service teachers.
by several international organizations and projects (Valtonen
T1 and T7 stated that they preferred video because it was
et al., 2021; Ananiadou and Claro, 2009; Binkley et al.,
easy to understand. As the pre-service teachers stated, there
2012; Partnership for 21st Century Skills, 2015). All these
are studies in the literature revealing that video can be a very
definitions emphasize the importance of the information and
effective educational tool (Moore and Smith, 2012; Lloyd and
communication technologies skills. The use of information
Robertson, 2012; Rackaway, 2012; Hsin and Cigas, 2013).
and communication technologies as a tool in the other skill
MacHardy and Pardos (2015), on the other hand, stated in their
areas such as collaboration, problem-solving, and creative
research that, videos do not contribute much to the performance
and innovative thinking is particularly required. Therefore,
of the students. Regarding the source of this difference, on
the information and communication technologies skills have
how to maximize the benefit of the videos, Brame (2016)
become crucial for the 21st century skills (Valtonen et al., 2017).
stated that the teachers should focus on how to manage the
With the expectation of the development of the 21st century
cognitive load of the video, how to maximize the interaction
skills, it is possible to say that a number of requirements have
of the students with the video, and how to encourage active
emerged for teachers (Valtonen et al., 2017; Valtonen et al.,
learning through the video. Simulation was another technology 2021). The teachers need to update their competence profiles
preferred by the pre-service teachers. The reason for using for students learning in the 21st century (Caena and Redecker,
simulation was mentioned as making the content more effective 2019). Technology-related skills are among these profiles that
(T5). It is possible to say that the effectiveness of simulation is need to be updated. Therefore, the European Commission’s Joint
included in the literature with studies that reveal the positive Research Center created the European Framework for Digital
overall effects of the simulation-based learning contexts on Competence of Educators (DigCompEdu) to better understand
the progression of complex skills (D’Angelo et al., 2014; the digital competences that teachers need to improve to be able
Chernikova et al., 2020; Wu and Anderson, 2015). to meaningfully integrate digital technologies into education
Another aspect focused on in the context of the research was and support students’ acquisition of digital competences
the sources of information that pre-service teachers consulted (Redecker, 2017). In the context of the research, the emphasis
about the technologies they preferred and their experiences of the pre-service teachers on the requirement of technology for
about whether to test the reliability of these sources or not. The their own improvement, such as being an efficient teacher and
pre-service teachers stated that they consulted the internet and keeping up with the age, indicates that they have a perspective
their peers during the process of integrating technology into that is in line with the expected teacher profile in the 21st century.
their course plans. They also stated that they tested whether Considering the results of the research and the related literature,
these sources were reliable or not by making sure that they are it is deemed necessary to offer more practices that will enable
referenced sources or published by an official institution etc. the pre-service teachers to gain integrated experience in the
The results obtained reveal that the students cited the sources use of technology and a course process by including learning
that are assumed to be the most reliable (Strømsø and Bråten, environments that support the use of technology in different
2014). This can be interpreted as, they are able to make an course contexts during their undergraduate studies.
informed judgment about the reliability of the texts they read
Ethical Statement
(Forzani, 2020).
Personally identifiable data were not collected. All participants
Pre-service teachers expressed the reasons for their preference voluntarily participated in the study and were informed about
of the technologies they used as; being helpful for learning the content of the research.

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 Memiş, et al.: Integration of technology into science teaching

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