İngilizce öğretmen adaylarının teknoloji yeterlik seviyeleri

The purpose of this study is to acquire insights into senior pre-service EFL teachers' technological competences based on the Ministry of National Education (MoNE). The current study also aims to find out senior pre-service EFL teachers' most desirable technological competences and gain precise knowledge about their perceptions of technology integration into education. Data of the study come from the Technological Competencies Scale (TCAS) given to 161 senior pre-service EFL teachers from various state and private universities. Data gained through TCAS were analyzed by applying the mixed method as both quantitative and qualitative data were investigated. After the data were gathered, the participants' average technology competency scores were acquired, and the most desirable technological competences were also analyzed. Results indicated that a high majority of the participants had adequate competency scores since only three of the participants lacked enough competency score to be categorized as adequate. Moreover, the results also showed that creating digital materials for language teaching (56.52 %) and using in-class technological tools for language teaching (smartboard, projector, laptop) (54.66) were the two most desirable technological competences, while computer literacy (27.33) was the least desirable competence. Furthermore, according to the participants' perceptions, they believed in the importance of improving technological skills and technology use in classes. On the other hand, several participants also noted that EFL teachers lacked enough technology competency levels, and courses related to technology use should be increased. The findings were discussed, and theoretical and pedagogical implications were offered.