Investigation of teachers' technology addiction and relationship between problem solving and decision making skills: Kastamonu example

The aim of this study is to examine and investigate teacher candidates' technology dependencies, problem solving and decision making. Work; In 2018-2019 education, different departments of Kastamonu University (science teacher, elementary mathematics teacher, pre-school teacher, psychological information and guidance teacher) are carried out with 815 students studying in different classes. This study is a scanning model study. In the study, the Technology Addiction Scale performed by Aydın (2017), Mann et al. The Melbourne Decision Scale I-II, which was used by (1998) and adapted to Turkish by Deniz (2004), was developed by Heppner & Peterson (1982) and adapted to Turkish. The scale (TBS) reliability coefficient was calculated as .87, the Problem Solving Inventory (PSI) reliability coefficient was .88, and the Melbourne Decision-Making Scale (MKVÖ) reliability coefficient was .81. One Way ANOVA and t test analyzes were applied to the data obtained in the study in SPSS package program. The findings are related to descriptive statistics tables. In the research, the pre-service teachers' average level of addiction levels and their ability to solve the problem are moderate. You prefer the hasty approach to looking at the sub-dimensions in solving the problem solving skills. The increase in the level of technology dependency of teacher candidates has reached the conclusion that it causes a decrease in problem solving skills. It reveals their strengthening. It is concluded that the technology addictions of the insiders have a negative effect on decision making skills. KEYWORDS: Technology dependence, problem solving skill, decision making skill