The investigation of teacher candidates' and faculty members' use of technology in education and their readiness for e- learning

This study aims to investigate teacher candidates' and faculty members' use of technology in education and the readiness for e-learning in terms of different variables. Descriptive and correlational model was used in this study, which is one of the survey researches. The participants were teacher candidates and instructors in the faculty of education in a public university. In this study, accessible sampling method was chosen among purposeful sampling methods (Yıldırım & Şimsek, 2006). The data was collected from 777 teacher candidates and 47 faculty members from Buca Faculty of Education in Dokuz Eylul University in the 2018-2019 academic year. The data collection from university students was achieved by using "The questionnaire on investigating of use of technology in education" and "The scale of university students' readiness for e-learning". "The questionnaire on investigating of use of technology in education" and "The scale of academic staff's readiness for e-learning" were used for faculty members. The first part of the questionnaire included questions about the demographic of the participants while the second part was about the frequency of using technologies used during and after a lecture and, the frequency of using technology for communication among classmates. The readiness for e-learning scale for teacher candidates has six factors and 33 items. There were four factors and 35 items on the scale for the academic staff. The online questionnaire was applied by face-to-face meetings by the researcher himself. The data were analyzed with SPSS 23 program. In addition to descriptive statistics, t-test and one-way ANOVA were used to evaluate the date. The findings of the study indicated a significant difference between teacher candidates' e-learning readiness according to their gender, age, level of study and department classification. Similarly, there was a significant difference in the readiness for e-learning for faculty members according to their title and department classification. But no significant difference was found according to their gender, age and working time. Some suggestions were made based on the results obtained in the study.