Abstract
MEASURING PRE-SERVICE ENGLISH TEACHERS’ ATTITUDES TOWARDS INSTRUCTIONAL TECHNOLOGY USE
The aim of this study was to examine the attitudes of pre-service English teachers towards
the use of instructional technologies in relation to grade level and gender. A sample of 213
pre-service teachers was assessed for their attitudes towards instructional technologies.
The participants of the study are pre-service English teachers enrolled at English Language
Teaching departments at Hacettepe and Gazi Universities. In order to collect data, the
instructional attitudes survey, developed by Metin, Yılmaz, Coşkun & Birişçi (2012), was
used. This scale surveys instructional technology attitudes in terms of pre-service teachers’
beliefs about instructional technology use in lesson (BITU), appreciation of instructional
technology use in lessons (AITU), unappreciated instructional technology use (UITU),
attitudes towards disinclination to make use of instructional technology, and beliefs about
usefulness of instructional technology (BUIT). The results of this study indicated that preservice English teachers have strong positive attitudes towards technology use in lessons.
Male pre-service teachers were found to have more positive attitudes towards technology use
in lessons. Finally, statistical differences were found between fourth grade and first grade
students in terms of their attitudes towards technology use. It was hypothesized that pre-service English teachers form positive attitudes towards instructional technology use throughout their university education.
Keywords
Instructional Technology, Pre-service English Teachers.
