The opinions of the science preservise teachers on the effects of the technopedagogical knowledge competencies on ict usage

The purpose of this study is to determine preservice science teachers' technopedagogical knowledge competencies and to examine differences between those competencies and the usage level of information and communication technologies (ICT). For this purpose, preservice science teachers' usage levels of ICT, and technopedagogical knowledge competencies in terms of some demographic variables whether or not there are meaningful differentiantions, as well as the tegration of ICT in their views on teaching-learning process are investigated. The study constists of 144 participants who are students at third and senior classes of science and technology department of the Fırat university, faculty of education during the 2012-2013 academic year. The data of the research was collected by using "Technopedagogical Education Competency Scale", "ICT Usage Survey" and Semi-structured Interview Method. The data obtained was analyzed by using descriptive statistics, Independent Groups t Test and One Way Variance Analysis. The interviews were recorded by a tape recorder. The content and descriptive analysis methods were used during the analysis of the interviews.The results of the study reveal that the preservice science teachers find themselves fairly adequate in technopedagogical knowledge competency, but in terms of the usage level of ICT, it is determined that they find themselves in intermediate level. Also, it was seen that preservice science teachers' technopedagogical knowledge competencies change according to their usage leves of ICT. In addition, it was confirmed that there are some meaningful differantions in terms of some demografic variables. Moreover, preservice science teachers state that ICT integration in teaching and learning process is so beneficial; such as it helps them gain time, make their work easy, and makes students more interested in lessons. Based on the findings obtained in the study, various practical suggestions were put forward for future research. Key Words: Technopedagogical content knowledge, technopedagogical knowledge, technopedagogical education, information and communication technologies, the integration of ICT.