Mustafa KAHYAOÄLU
This study’s object is to explore and present both elementary teachers’ and science teachers’ dispositions toward incorporating new technologies into their classrooms. To achieve this end, survey questions were prepared aiming to probe the following themes: the adequacy of new technologies, the potential effect of using technology on the teaching of science courses, the frequency of using technology in classrooms, and if any, reasons for less frequent use of technology. This research was conducted using the survey method. The sample of the research was determined by a stratified sampling method by gauging the minimum sample size. Accordingly, a sample of the research comprises 58 science teachers and 193 elementary teachers working in Diyarbak?r. Descriptive statistics, Kruskal Wallis H test and the Mann Whitney U test were used for the analyses. Research results indicate that science and elementary teachers gave rather positive opinions about the effectiveness of technologies in science and technology learning. However, analyzing the distribution of new technology use by elementary and science teachers within the scope of the research, it was determined that the ratio of teachers who never use these technologies is quite high compared to the ratios of those who frequently or very frequently use technology; furthermore, the scale decreases as the number of teachers using technologies moves from rarely towards very frequently.
