Comparing science student teacher candidates in Turkey and Switzerland for their attitude to, antiety and self-efficacy for educational technologies

As the importance of using educational technologies increases in education, science student teachers', as the future teachers who will use educational technologies in their classes and provide environments and opportunities for their students to use educational technologies, attitudes to, anxiety and self-efficacy for education technology becomes importance as well. Despite the advocacy of using educational technologies in the classroom activities, in almost, all subjects, there are more studies for the effective use of educational technologies in the classroom in science as it is more compatible due to the nature of its content. in this study, science, which include biology, physics, chemistry and primary science, student teachers' anxiety, self efficacy for and attitudes to educational technology was investigated. It was carried out as a comparative study with the participation of student teachers from Switzerland and Turkey. Thus, the difference between student teachers' attitudes to, anxiety and self-efficacy for education technology in Switzerland where educational technologies is very much a part of everyday classroom activities and student teachers' attitudes to, anxiety and self-efficacy perception for education technology in Turkey where much importance attached to the use of educational technology in the classroom but it is usage is not at the level where it is liked to be due to different reasons were determined. The study was carried out with the participation 538 science student teachers on preservice teacher education course at Ziya Gokalp Education Faculty of Dicle University and 188 science student teachers on preservice teacher education course at St. Gallen Teacher Education University in Switzerland. Three different questionnaires, with appropriate reliability and validity values, were used to collect data for student teachers' attitudes to, anxiety and self-efficacy for education technology. Data analysis was done through using SPSS 18.0 and LISREL 9.1 analysis programs. The differences between science student teachers' attitudes to, anxiety and self-efficacy for education technology were determined by frequency, t test and One Way ANOVA through using SPSS. The data were analysed by taking gender, countries, age and opportunity for access to educational technologies as bases. Pearson correlations were used for relationships among dependent variables. Structural Equation Modelling (SEM) was developed to determine the affects of dependent variables on each other. Different SEMs were produced for the affects science student teachers' attitudes to, anxiety and self-efficacy for education technology for students from Turkey and Switzerland. Also, a general SEM was produced for data from all participants. The findings reveal statistically important differences among science student teachers' anxiety for educational technology for all four dimensions including gender, countries, age and opportunity for access to educational technologies. Also, there are meaningful differences among science student teachers' self efficacy in the four dimensions. When student teachers attitudes to educational technology are considered, there were differences only for country dimension. The developed SEM models revealed that