İngilizce öğretmeni adaylarının dijital yerlilik, teknoloji kabulü ve sınıfta teknoloji kullanımına ilişkin tutumlarının araştırılması

This study aimed at investigating prospective English teachers' digital nativity, technology acceptance, and attitudes towards technology use in the language teaching and learning processes as well as uniquely examining the possible relationship between digital nativity and technology acceptance. Digital nativity and technology acceptance were measured using Teo's (2013) Digital Nativity Assessment Scale (DNAS) and Teo's (2010) Technology Acceptance Measure for Pre-service Teachers (TAMPST). The results of the study showed that the majority of participating prospective teachers are digital natives, and that they are accepting of technology, indicating that prospective teachers are eager to incorporate technology in their professional lives as future language teachers. The calculation of Pearson's Correlation Coefficient showed that the relationship between digital nativity and technology acceptance is positive and moderate. Prospective teachers' attitudes were examined through semi-structured interviews. The analysis of qualitative data indicated that teacher candidates are active users of technology for both personal and educational purposes, that they used technology during their language learning process, and that prospective teachers think that technology should be a part of language teaching and learning because of its advantages, such as interesting content, and fun and game-like learning experience. However, prospective teachers also think that technology can have its disadvantages and that its use should not be unlimited.