The relationship between teachers' technology proficiencies and their levels of ıntegrating technology into their lessons

Abstract

The aim of this research is to examine the relationship between teachers' technology proficiencies and their level of integrating technology into their lessons. In this research, which was designed in relational survey model, as data collection tools, “Technology Proficiency Self-Assessment Scale for 21st Century Learning” and “Teachers' Technology Integration Scale” were used. The sample of the research consists of 398 teachers working in public schools in Pendik and Tuzla districts of Istanbul. According to the research findings, teachers' technology proficiencies and technology integration levels are high. In addition, teachers' technology proficiencies and their ability to integrate technology into their lessons do not show statistically significant differences according to teachers' gender, professional seniority and education level. However, both the technology proficiency of the teachers and the level of integrating technology into their lessons show statistically significant differences according to their educational status. These differences in both variables are significantly higher for teachers with postgraduate education than those with associate and undergraduate education. According to another finding obtained from the research, there is a positive, high level and significant relationship between teachers' technology proficiency and their ability to integrate technology into their lessons. As a result of the regression analysis, it was seen that technological proficiency was a significant predictor of technology integration. Technological proficiency explains 53.9% of technology integration.