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DETERMINING SCIENCE TEACHERS’ LEVELS OF MOTIVATION AND SELF-REGULATION REGARDING USE OF EDUCATION TECHNOLOGIES

In line with the growing importance of use of education technologies in the field of education, teachers are increasingly expected to use education technologies in class environment and to provide students with appropriate environments and opportunities to use these technologies. This situation makes it necessary to investigate teachers’ motivation for use of education technologies as well as their levels of self-regulation. For this reason, the purpose of this study was to determine science teachers’ levels of self-regulation and motivation for use of education technologies. The research sample included a total of 107 science teachers (Female:42; Male:65) working in the cities of Diyarbakir (F:16; M:33) and Bingöl (F:26, M:32) in the academic year of 2015-2016. In the study, the survey method, one of quantitative research methods, was used. The results revealed that the science teachers participating in the study had high levels of self-regulation and motivation regarding the use of education technologies. In addition, it was found that the science teachers’ levels of motivation regarding use of education technologies increased as they had higher levels of education. Depending on the findings, several suggestions were put forward including encouragement of science teachers to taking post-graduate education.

European Journal of Education Studies ISSN: 2501 - 1111 ISSN-L: 2501 - 1111 Available on-line at: www.oapub.org/edu Volume 3 │Issue 6 │2017 doi: 10.5281/zenodo.582634 DETERMINING SCIENCE TEACHERS’ LEVELS OF MOTIVATION AND SELF-REGULATION REGARDING USE OF EDUCATION TECHNOLOGIES Hülya Aslan Efe1i, Yunus Emre Baysal2 Asist.Prof. Dr., Dicle University, Ziya Gokalp Education Faculty, 1 Department of Science Education, Diyarbakir, Turkey 2 PhD Student, Department of Science Education, İnönü University, Malatya, Turkey Abstract: In line with the growing importance of use of education technologies in the field of education, teachers are increasingly expected to use education technologies in class environment and to provide students with appropriate environments and opportunities to use these technologies. This situation makes it necessary to investigate teachers’ motivation for use of education technologies as well as their levels of self-regulation. For this reason, the purpose of this study was to determine science teachers’ levels of self-regulation and motivation for use of education technologies. The research sample included a total of 107 science teachers (Female:42; Male:65) working in the cities of Diyarbakir (F:16; M:33) and Bingöl (F:26, M:32) in the academic year of 2015-2016. In the study, the survey method, one of quantitative research methods, was used. The results revealed that the science teachers participating in the study had high levels of selfregulation and motivation regarding the use of education technologies. In addition, it was found that the science teachers’ levels of motivation regarding use of education technologies increased as they had higher levels of education. Depending on the findings, several suggestions were put forward including encouragement of science teachers to taking post-graduate education. Keywords: science teachers, educational technology, motivation, self-regulation Copyright © The Author(s). All Rights Reserved. © 2015 – 2017 Open Access Publishing Group 329 Hülya Aslan Efe, Yunus Emre Baysal DETERMINING SCIENCE TEACHERS’ LEVELS OF MOTIVATION AND SELF-REGULATION REGARDING USE OF EDUCATION TECHNOLOGIES For downloading the full article, please access the following link: http://oapub.org/edu/index.php/ejes/article/view/756 European Journal of Education Studies - Volume 3 │ Issue 6 │ 2017 330