The role of perceived ICT competencies on primary school pre-service teachers' integrated STEM teaching intentions

Year 2022, Volume: 9 Issue: 6, 221 - 247, 01.11.2022

Çiğdem Şenyiğit , Oğuz Serin

https://doi.org/10.17275/per.22.137.9.6

Cited By: 4

Abstract

The purpose of this research is to determine the role of primary school pre-service teachers' perceived information and communication technology (ICT) competencies on integrated science, technology, engineering, and mathematics (STEM) teaching intentions. Research participants are 242 primary school pre-service teachers enrolled at a state university in Türkiye. The data were collected by using the “Integrative STEM Teaching Intention Questionnaire” developed by Lin and Williams (2016) and adapted into Turkish by Hacıömeroğlu and Bulut (2016), the “ICT Competence Perceptions Scale” developed by Şad and Nalçacı (2015), and the “Personal Information Form” prepared by the researchers. These data were analyzed with descriptive statistics, independent samples t-test, one-way ANOVA, linear regression analysis. The results of the research showed that primary school pre-service teachers’ integrated STEM teaching intentions and perceived ICT competencies levels are above the medium. Also, integrated STEM teaching intentions and perceived ICT competencies differed significantly by gender and frequency of technology use. The research showed that male primary school pre-service teachers’ integrated STEM teaching intentions and perceived ICT competencies mean scores were significantly higher than that of females. Additionally, the research revealed that primary school pre-service teachers who every time and often use technology have significantly higher integrated STEM teaching intentions and perceived ICT competencies mean scores than those who never use technology and those who rarely use it. Finally, the research revealed that perceived ICT competencies are a predictor variable that can explain 43% of integrated STEM teaching intentions. Derived implications based on the results obtained were discussed and suggestions were presented.

Keywords

integrated STEM teaching intentions, perceived ICT competencies, primary school pre-service teachers

References

• Abbott, M. L. (2017). Using statistics in the social and health sciences with SPSS and Excel. Hoboken, New Jersey: John Wiley & Sons.
• Abu-Bader, S. H. (2021). Using statistical methods in social science research: With a complete SPSS guide (3rd edition). Oxford, UK: Oxford University Press.
• Aduwa-Ogiegbaen, S. E., & Iyamu, E. O. S. (2005). Using information and communication technology in secondary schools in Nigeria: Problems and prospects. Journal of Educational Technology & Society, 8(1), 104-112.
• Aesaert, K., & van Braak, J. (2015). Gender and socioeconomic related differences in performance based ICT competences. Computers & Education, 84, 8-25.
• Akgün, F. (2020). Öğretmen adaylarının bilgi ve iletişim teknolojileri yeterlikleri ve bilgi işlemsel düşünme becerilerinin çeşitli değişkenler açısından değerlendirilmesi [An evaluation on pre-service teacher’s information and communications technology competency and computational thinking skills in terms of different variables]. Trakya Üniversitesi Sosyal Bilimler Dergisi [Trakya University Journal of Social Science], 22(1), 629-654.
• Aldrich, J. O., & Cunningham, J. B. (2016). Using IBM SPSS statistics: An interactive hands-on approach (2nd edition). Thousand Oaks, California: Sage Publications, Inc.
• Almerich, G., Orellana, N., Suárez-Rodríguez, J., & Díaz-García, I. (2016). Teachers’ information and communication technology competences: A structural approach. Computers & Education, 100, 110-125.
• Alnıak, S., & Ogan Bekiroglu, F. (2019). Examintion of integrated STEM education in physics: Students’ attitude towards STEM. The Eurasia Proceedings of Educational and Social Sciences, 14, 55-59.
• Al-Zaidiyeen, N. J., Mei, L. L., & Fook, F. S. (2010). Teachers' attitudes and levels of technology use in classrooms: The case of Jordan Schools. International Education Studies, 3(2), 211-218.
• Amini, C. M., & Oluyide, O. P. (2020). Analysis of ICT competencies among distance learning students in selected study centres of the National Open University of Nigeria. Journal of Learning for Development, 7(1), 78-89.
• Aydogan Yenmez, A., Gökce, S., Aydede, M. N., & Çelik,T. (2021). Investigation of pre-service teachers' awareness of STEM and STEM teaching intention. International Online Journal of Education and Teaching, 8(1), 250-260.
• Ayvacı, H. Ş., Alaca, M. B., & Er Nas, S. (2020). Fen bilimleri dersi öğretim programında yeniden yapılandırılan fen ve mühendislik uygulamalarının öğretmen görüşlerine dayalı olarak değerlendirilmesi [Evaluation of science and engineering applications restructured in science curriculum based on teacher view]. Öğretim Teknolojileri ve Öğretmen Eğitimi Dergisi [Journal of Instructional Technologies & Teacher Education], 9(1), 28-41.
• Bandura, A. (2006). Guide for creating self-efficacy scales. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 307-337). Greenwich, Connecticut: IAP- Information Age Publishing, Inc.
• Barak, M. (2014). Closing the gap between attitudes and perceptions about ICT-enhanced learning among pre-service STEM teachers. Journal of Science Education and Technology, 23(1), 1-14.
• Baran, M., Baran, M., Aslan Efe, H., & Maskan, A. (2020). Fen alanları öğretmenleri ve öğretmen adaylarının FeTeMM farkındalık düzeylerinin çeşitli değişkenlere göre incelenmesi [Examining STEM awareness level of science teachers and prospective science teachers in terms of various variables]. Amasya Üniversitesi Eğitim Fakültesi Dergisi [Amasya Education Journal], 9(1), 1-29.
• Bay, Y., Bay, D. N., & Hartman, D. K. (2021). Examining the preschool and primary school teachers’ perception of self-confidence about their TPACK in Turkey. International Online Journal of Primary Education, 10(2), 287-307.
• Bingimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, Science and Technology Education, 5(3), 235-245.
• Birzina, R., & Pigozne, T. (2020). Technology as a tool in STEM teaching and learning. In V. Dislere (Eds.), The Proceedings of the 13th International Scientific Conference Rural Environment. Education. Personality. (REEP), 13. Jelgava: Latvia University of Life Sciences and Technologies, 219-227.
• Blickenstaff, J. C. (2005). Women and science careers: Leaky pipeline or gender filter? Gender and Education, 17(4), 369–386.
• Brown, P. L., Concannon, J. P., Marx, D., Donaldson, C. W., & Black, A. (2016). An examination of middle school students’ STEM self-efficacy with relation to interest and perceptions of STEM. Journal of STEM Education, 17(3), 27–38.
• Browne, M. W., & Cudeck, R. (1992). Alternative ways of assessing model fit. Sociological Methods & Research, 21(2), 230-258.
• Bryan, L. A., Moore, T. J., Johnson, C. C., & Roehrig, G. H. (2016). The emergence of STEM. In C. C. Johnson, E. E. Peters-Burton, & T. J. Moore (Eds.), STEM road map a framework for integrated STEM education (pp. 23-38). New York: Routledge.
• Buabeng-Andoh, C., & Issifu, Y. (2015). Implementation of ICT in learning: A study of students in Ghanaian secondary schools. Procedia-Social and Behavioral Sciences, 191, 1282-1287.
• Buyruk, B., & Korkmaz, Ö. (2016). Teacher candidates’ STEM awareness levels. Participatory Educational Research, Special Issue 2016-III, 272-279.
• Bybee, R. W. (2010). Advancing STEM education: A 2020 vision. Technology and Engineering Teacher, 70(1), 30-35.
• Byrne, B. M. (1995). One application of structural equation modeling from two perspectives: Exploring the EQS and LISREL strategies. In R. H. Hoyle (Eds.), Structural equation modeling: Concepts, ıssues, and applications (pp. 138–157). Thousand Oaks, CA: Sage.
• Carnevale, A. P., Smith, N., & Melton, M. (2011). STEM: Science, technology, engineering, mathematics. Washington, DC: Georgetown University Center on Education and the Workforce. Retrieved from https://cew.georgetown.edu/cew-reports/stem/
• Ceci, S. J., Williams, W. M., & Barnett, S. M. (2009). Women's underrepresentation in science: Sociocultural and biological considerations. Psychological Bulletin, 135(2), 218-261.
• Chen, W., Lim, C., & Tan, A. (2010). Pre-service teachers’ ICT experiences and competencies: New generation of teachers in digital age. In S. L. Wong, et al. (Eds.), Proceedings of the 18th International Conference on Computers in Education (pp. 631-638). Putrajaya, Malaysia: Asia-Pacific Society for Computers in Education.
• Cheryan, S., Ziegler, S. A., Montoya, A. K., & Jiang, L. (2017). Why are some STEM fields more gender balanced than others? Psychological Bulletin, 143(1), 1-35.
• Chiu, A., Price, C. A., & Ovrahim, E. (2015, April). Supporting elementary and middle school STEM education at the whole-school level: A review of the literature. In NARST 2015 Annual Conference, April 11-14 2015, Chicago, IL. Museum of Science and Industry. Retrieved from https://www.msichicago.org/education/professional-development/science-leadership/school-partners/
• Christensen, R., & Knezek, G. (2017). Relationship of middle school student STEM interest to career intent. Journal of Education in Science Environment and Health, 3(1), 1-13.
• Cohen, A. (1996). On the discriminant validity of the Meyer and Allen measure of organizational commitment: How does it fit with the work commitment construct? Educational and Psychological Measurement, 56(3), 494-503.
• Cole, D. A. (1987). Utility of confirmatory factor analysis in test validation research. Journal of Consulting and Clinical Psychology, 55(4), 584–594.
• Council of Higher Education [Yükseköğretim Kurulu] (2018). New Teacher Training Undergraduate Programs [Yeni Öğretmen Yetiştirme Lisans Programları], Classroom Teaching Undergraduate Program [Sınıf Öğretmenliği Lisans Programı]. Retrieved from https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Sinif_Ogretmenligi_Lisans_Programi09042019.pdf
• Creswell, J. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (5th edition). Upper Saddle River, NJ: Pearson Education.
• Cronk, B. C. (2020). How to use SPSS: A step-by-step guide to analysis and interpretation (11th edition). New York, NY: Routledge.
• Çavuş, H., Özgüner, Ö., & Güler, Ç. (2021). Bilgisayar ve öğretim teknolojileri öğretmen adaylarının STEM (FeTeMM) eğitimine yönelik görüş ve tutumları [Computer education and instructional technology teacher candidates’ ideas and attitudes towards STEM education]. Elektronik Eğitim Bilimleri Dergisi [Electronic Journal of Education Sciences], 10(20), 237-256.
• Dabney, K. P., Tai, R. H., Almarode, J. T., Miller-Friedmann, J. L., Sonnert, G., Sadler, P. M., & Hazari, Z. (2012). Out-of-school time science activities and their association with career interest in STEM. International Journal of Science Education, Part B: Communication and Public Engagement, 2(1), 63-79.
• Danner, R. B., & Pessu, C. O. A. (2013). A survey of ICT competencies among students in teacher preparation programmes at the University of Benin, Benin City, Nigeria. Journal of Information Technology Education: Research, 12, 33-49.
• Dedetürk, A., Saylan Kırmızıgül, A., & Kaya, H. (2020). “Ses” konusunun STEM etkinlikleri ile öğretiminin başarıya etkisi [The Effect of STEM Activities on Students’ Achievement in “Sound” Subject]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi [Pamukkale University Journal of Education], 49, 134-161.
• Değirmenci, S. (2020). STEM eğitimi almış öğretmenlerin STEM öz yeterliklerinin ve uygulamalarında teknoloji ve mühendislik entegrasyonu açısından yaşadıkları sorunların belirlenmesi [Identifying self-suffiency of the teachers having STEM education and their problems in applications with regard to the integration of technology and engineering]. (Master’s thesis). Marmara University, İstanbul.
• Demir Başaran, S., & Temircan, S. (2018). Sınıf öğretmeni adaylarının STEM öğretimi yönelimleri [Elementary pre-service teachers’ STEM teaching orientation]. Uluslararası Sosyal Araştırmalar Dergisi [The Journal of International Social Research], 11(61), 659-667.
• Ejiwale, J. A. (2013). Barriers to successful implementation of STEM education. Journal of Education and Learning (EduLearn), 7(2), 63-74.
• Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th edition). New York: McGraw Hill.
• Frykholm, J., & Glasson, G. (2005). Connecting science and mathematics instruction: Pedagogical context knowledge for teachers. School Science and Mathematics, 105(3), 127-141.
• Furner, J. M., & Kumar, D. D. (2007). The mathematics and science integration argument: A stand for teacher education. Eurasia Journal of Mathematics, Science and Technology Education, 3(3), 185-189.
• Gastelú, C. A. T., Kiss, G., & Domínguez, A. L. (2015). Level of ICT competencies at the university. Procedia-Social and Behavioral Sciences, 174, 137-142.
• George, D., & Mallery, P. (2020). IBM SPSS statistics 26 step by step: A simple guide and reference (16th edition). New York, NY: Routledge.
• Gerlach, H. E. (2020). The impact of integrated STEM education on student achievement in magnet schools. (Doctoral dissertation). National Louis University, Chicago, IL.
• Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science, 1(2), 175-191.
• Goktas, Y., & Demirel, T. (2012). Blog-enhanced ICT courses: Examining their effects on prospective teachers’ ICT competencies and perceptions. Computers & Education, 58(3), 908-917.
• Goktas, Y., Yildirim, Z., & Yildirim, S. (2009). Investigation of K-12 teachers’ ICT competencies and the contributing factors in acquiring these competencies. The New Educational Review, 17(1), 276-294.
• Günbatar, M. S., & Bakırcı, H. (2019). STEM teaching intention and computational thinking skills of pre-service teachers. Education and Information Technologies, 24(2), 1615-1629.
• Gündüz, Ş. (2020). Investigation of the relationship between pre-service teachers' perceptions of education and support for ICT and ICT competencies. Malaysian Online Journal of Educational Technology, 8(2), 28-42.
• Güngör, A. (2021). Öğretmen ve öğretmen adaylarının bütünleşik STEM eğitimine yönelik teknolojik pedagojik alan bilgilerinin belirlenmesi [Determination of technological pedagogical content knowledge for integrated STEM education of teachers and prospective teachers]. (Master’s thesis). Alanya Alaaddin Keykubat University, Alanya.
• Hacıömeroğlu, G. (2018). Sınıf öğretmeni adaylarının fen, teknoloji, mühendislik ve matematik (FeTeMM) öğretimi yönelim düzeylerinin incelenmesi [Examining elementary pre-service teachers’ science, technology, engineering, and mathematics (STEM) teaching intention]. International Online Journal of Educational Sciences, 10(1), 183-194.
• Hacıömeroğlu, G., & Bulut, A. S. (2016), Entegre FeTeMM öğretimi yönelim ölçeği Türkçe formunun geçerlik ve güvenirlik çalışması [Integrative STEM teaching intention questionnaire: A validity and relaibility study of the Turkish form]. Eğitimde Kuram ve Uygulama [Journal of Theory and Practice in Education], 12(3), 654-669.
• Haddad, W. D., & Draxler, A. (2002). The dynamics of technologies for education. In W. D. Haddad & A. Draxler (Eds.), Technologies for education: Potentials, parameters, and prospects (pp. 2-17). Paris: UNESCO and Washington, DC: Academy for Educational Development.
• Hammond, M., Reynolds, L., & Ingram, J. (2011). How and why do student teachers use ICT? Journal of Computer Assisted Learning, 27(3), 191-203.
• Hatlevik, O. E., Throndsen, I., Loi, M., & Gudmundsdottir, G. B. (2018). Students’ ICT self-efficacy and computer and information literacy: Determinants and relationships. Computers & Education, 118, 107-119.
• Hayes, A. R., & Bigler, R. S. (2013). Gender-related values, perceptions of discrimination, and mentoring in STEM graduate training. International Journal of Gender, Science and Technology, 5(3), 254-280.
• Haznedar, Ö. (2012). Üniversite öğrencilerinin bilgi ve iletişim teknolojileri becerilerinin ve e-öğrenmeye yönelik tutumlarının farklı değişkenler açısından incelenmesi [The investigation of undergraduate students' information and communication technology skills and attitudes to e-learning in terms of different variables]. (Master’s thesis). Dokuz Eylül University, İzmir.
• Hernandez, P. R., Bodin, R., Elliott, J. W., Ibrahim, B., Rambo-Hernandez, K. E., Chen, T. W., & de Miranda, M. A. (2014). Connecting the STEM dots: Measuring the effect of an integrated engineering design intervention. International Journal of Technology and Design Education, 24(1), 107-120.
• Hérold, J. F., & Ginestié, J. (2017). Using ICT in STEM education: A help or a hindrance to student learning? In I. Levin & D. Tsybulsky (Eds.), Digital tools and solutions for inquiry-based STEM learning (pp. 197- 220). Hershey, PA: IGI Global.
• Herschbach, D. R. (2011). The STEM initiative: Constraints and challenges. Journal of STEM Teacher Education, 48(1), 96-122.
• Hew, T. S., & Leong, L. Y. (2011). An empirical analysis of Malaysian pre-university students' ICT competency gender differences. International Journal of Network and Mobile Technologies, 2(1), 15-29.
• Ho, R. (2018). Understanding statistics for the social sciences with IBM SPSS. Boca Raton: CRC Press.
• Hosein, A., Ramanau, R., & Jones, C. (2010). Learning and living technologies: A longitudinal study of first‐year students’ frequency and competence in the use of ICT. Learning, Media and Technology, 35(4), 403-418.
• Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.
• Huri, N. H. D., & Karpudewan, M. (2019). Evaluating the effectiveness of integrated STEM-lab activities in improving secondary school students’ understanding of electrolysis. Chemistry Education Research and Practice, 20(3), 495-508.
• Jolly, A. (2017). STEM by design strategies and activities for grades 4–8. New York: Routledge.
• Kanematsu, H., & Barry, D. M. (2016). STEM and ICT education in intelligent environments. Switzerland: Springer.
• Kanny, M. A., Sax, L. J., & Riggers-Piehl, T. A. (2014). Investigating forty years of STEM research: How explanations for the gender gap have evolved over time. Journal of Women and Minorities in Science and Engineering, 20(2), 127-148.
• Karakaya, F., Avgın, S. S., & Yılmaz, M. (2018). Ortaokul öğrencilerinin fen-teknoloji-mühendislik-matematik (FeTeMM) mesleklerine olan ilgileri [Middle school students' interest in science-technology-engineering and mathematics (STEM) professions]. Ihlara Eğitim Araştırmaları Dergisi [Ihlara Journal of Educational Research], 3(1), 36-53.
• Kareem, J., Thomas, R. S., & Nandini, V. S. (2022). A conceptual model of teaching efficacy and beliefs, teaching outcome expectancy, student technology use, student engagement, and 21st-century learning attitudes: A STEM education study. Interdisciplinary Journal of Environmental and Science Education, 18(4), 1-11.
• Karisan, D., Macalalag, A., & Johnson, J. (2019). The effect of methods course on pre-service teachers' awareness and ıntentions of teaching science, technology, engineering, and mathematics (STEM) subject. International Journal of Research in Education and Science, 5(1), 22-35.
• Kennedy, T. J., & Odell, M. R. L. (2014). Engaging students in STEM education. Science Education International, 25(3), 246-258.
• Kennewell, S., Parkinson, J., & Tanner, H. (2000). Developing the ICT-capable school. London: Routledge Falmer.
• Koehler, C., Binns, I. C., & Bloom, M. A. (2016). The emergence of STEM. In C. C. Johnson, E. E. Peters-Burton & T. J. Moore (Eds.), STEM road map a framework for integrated STEM education (pp. 13-22). New York: Routledge.
• Lee, A. C. K. (2003). Undergraduate students' gender differences in IT skills and attitudes. Journal of Computer Assisted Learning, 19(4), 488-500.
• Lin, K.-Y., & Williams, P. J. (2016). Taiwanese preservice teachers’ science, technology, engineering, and mathematics teaching intention. International Journal of Science and Mathematics Education, 14(6), 1021-1036.
• Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2010). Methods in educational research: From theory to practice (2nd edition). San Francisco, CA: John Wiley & Sons.
• Madigan, E. M., Goodfellow, M., & Stone, J. A. (2007). Gender, perceptions, and reality: Technological literacy among first-year students. ACM SIGCSE Bulletin, 39(1), 410-414.
• Mahoney, M. P. (2009). Student attitude toward STEM: Development of an instrument for high school STEM-based programs. (Doctoral dissertation). The Ohio State University, Columbus, OH.
• Moore, T. J., & Smith, K. A. (2014). Advancing the state of the art of STEM integration. Journal of STEM Education: Innovations and Research, 15(1), 5-10.
• Nadelson, L. S., & Seifert, A. L. (2017). Integrated STEM defined: Contexts, challenges, and the future. The Journal of Educational Research, 110(3), 221-223.
• National Academy of Engineering ve National Research Council [NAE & NRC]. (2009). Engineering in K-12 education: Understanding the status and improving the prospects. Washington: National Academies Press.
• National Academy of Engineering ve National Research Council [NAE & NRC]. (2014). STEM integration in K–12 education: Status, prospects, and an agenda for research. Washington, DC: National Academies Press.
• National Research Council [NRC]. (2011). Successful K-12 STEM education: Identifying effective approaches in science, technology, engineering, and mathematics. Washington: National Academies Press.
• Nimmesgern, H. (2016). Why are women underrepresented in STEM fields? Chemistry: A European Journal, 22(11), 3529–3530.
• O’Brien, L. T., Blodorn, A., Adams, G., Garcia, D. M., & Hammer, E. (2015). Ethnic variation in gender-STEM stereotypes and STEM participation: An intersectional approach. Cultural Diversity and Ethnic Minority Psychology, 21(2), 169–180.
• Ottestad, G. (2010). Innovative pedagogical practice with ICT in three Nordic countries–differences and similarities. Journal of Computer Assisted Learning, 26(6), 478-491.
• Pajares, F. (2005). Gender differences in mathematics self-efficacy beliefs. In A. M. Gallagher & J. C. Kaufman (Eds.), Gender differences in mathematics: An integrative psychological approach (pp. 294-315). Boston: Cambridge University Press.
• Pallant, J. (2001). SPSS survival manual: A step by step guide to data analysis using SPSS for Windows (Version 10). Crows Nest, NSW: Allen & Unwin.
• Patten, M. L., & Newhart, M. (2018). Understanding research methods: An overview of the essentials (10th edition). New York, NY: Routledge.
• Pearson, G. (2017). National academies piece on integrated STEM. The Journal of Educational Research, 110(3), 224-226.
• Piatek-Jimenez, K., Cribbs, J., & Gill, N. (2018). College students’ perceptions of gender stereotypes: Making connections to the underrepresentation of women in STEM fields. International Journal of Science Education, 40(12), 1-23.
• Pullen, D. (2015). The influence of the home learning environment on middle school students’ use of ICT at school. Australian Educational Computing, 30(1).
• Reinking, A., & Martin, B. (2018). The gender gap in STEM felds: Theories, movements, and ideas to engage girls in STEM. Journal of New Approaches in Educational Research, 7(2), 148–153.
• Sadler, P. M., Sonnert, G., Hazari, Z., & Tai, R. (2012). Stability and volatility of STEM career interest in high school: A gender study. Science Education, 96(3), 411-427.
• Sanders, M. (2009). STEM, STEM education, STEMmania. The Technology Teacher, 68(4), 20–26.
• Saracaloğlu, A. S., Yenice, N., & Özden, B. (2013). Fen bilgisi öğretmen adaylarının fen ve teknoloji okuryazarlığına ilişkin öz yeterlik algıları ile fene yönelik tutumları arasındaki ilişki [Relationship between self efficacy perceptions towards science and technology literacy with attitudes towards science of science teachers’]. International Journal of New Trends in Arts, Sports & Science Education, 2(1), 58-69.
• Sarican, G., & Akgunduz, D. (2018). The impact of integrated STEM education on academic achievement, reflective thinking skills towards problem solving and permanence in learning in science education. Cypriot Journal of Educational Sciences, 13(1), 94-107.
• Saucerman, J., & Vasquez, K. (2014). Psychological barriers to STEM participation for women over the course of development. Adultspan Journal, 13(1), 46–64.
• Schumacker, R. E., & Lomax, R. G. (2004). A beginner’s guide to structural equation modeling (2nd edition). Mahwah, New Jersey: Lawrence Erlbaum Associates.
• Sezen-Gultekin, G., Hamutoglu, N. B., & Topal, M. (2021). Relationship between teacher efficacy and information and communication technology competencies of pre-service teachers. Khazar Journal of Humanities and Social Sciences, 24(3), 43-61.
• Shaughnessy, J. M. (2013). Mathematics in a STEM Context. Mathematics Teaching in the Middle School, 18(6), 324.
• Sipilä, K. (2014). Educational use of information and communications technology: Teachers’ perspective. Technology, Pedagogy and Education, 23(2), 225-241.
• Soylu Yalcinkaya, N., & Adams, G. (2020). A cultural psychological model of cross-national variation in gender gaps in STEM participation. Personality and Social Psychology Review, 24(4), 345–370.
• Stevens, J. P. (2009). Applied multivariate statistics for the social sciences (5th edition). New York, NY: Routledge.
• Stohlmann, M., Moore, T. J., & Roehrig, G. H. (2012). Considerations for teaching integrated STEM education. Journal of Pre-College Engineering Education Research (J-PEER), 2(1), 28-34.
• Suárez-Rodríguez, J., Almerich, G., Orellana, N., & Díaz-García, I. (2018). A basic model of integration of ICT by teachers: Competence and use. Educational Technology Research and Development, 66(5), 1165-1187.
• Şad, S. N., & Nalçacı, Ö. İ. (2015). Öğretmen adaylarının eğitimde bilgi ve iletişim teknolojilerini kullanmaya ilişkin yeterlilik algıları [Prospective teachers’ perceived competencies about integrating information and communication technologies into education]. Mersin Üniversitesi Eğitim Fakültesi Dergisi [Mersin University Journal of the Faculty of Education], 11(1), 177-197.
• Şen, C., & Timur, B. (2018). Öğretmen adaylarının entegre FeTeMM öğretimine yönelimleri ve teknolojiye yönelik tutumları [Investigating the tendencies of prospective teachers towards integrated STEM teaching and their attitudes towards technology]. İstanbul Aydın Üniversitesi Eğitim Fakültesi Dergisi, 4(2), 123-142.
• Talebian, S., Mohammadi, H. M., & Rezvanfar, A. (2014). Information and communication technology (ICT) in higher education: Advantages, disadvantages, conveniences and limitations of applying e-learning to agricultural students in Iran. Procedia-Social and Behavioral Sciences, 152, 300-305.
• Taşpolat, A. (2016). Perception of prospective teachers’ competencies about information and communication technology (ICT). (Master's thesis). Eastern Mediterranean University, Gazimağusa, North Cyprus.
• Tekerek, B., & Karakaya, F. (2018). STEM education awareness of pre-service science teachers. International Online Journal of Education and Teaching, 5(2), 348-359.
• Tezci, E. (2010). Attitudes and knowledge level of teachers in ICT use: The case of Turkish teachers. International Journal of Human Sciences, 7(2), 19-44.
• Thibaut, L., Knipprath, H., Dehaene, W., & Depaepe, F. (2018). How school context and personal factors relate to teachers’ attitudes toward teaching integrated STEM. International Journal of Technology and Design Education, 28(3), 631-651.
• Tobishima, S. (2020). Gender and socioeconomic differences in adolescents' perceived information and communication technology (ICT) competencies. Journal of Socio-Informatics, 13(1), 1-13.
• Tondeur, J., Aesaert, K., Prestridge, S., & Consuegra, E. (2018). A multilevel analysis of what matters in the training of pre-service teacher's ICT competencies. Computers & Education, 122, 32-42.
• Tondeur, J., Pareja Roblin, N., van Braak, J., Voogt, J., & Prestridge, S. (2017). Preparing beginning teachers for technology integration in education: Ready for take-off? Technology, Pedagogy and Education, 26(2), 157-177.
• Tondeur, J., Sinnaeve, I., van Houtte, M., & van Braak, J. (2011). ICT as cultural capital: The relationship between socioeconomic status and the computer-use profile of young people. New Media & Society, 13(1), 151-168.
• Ulku Kan, A., & Murat, A. (2018). Investigation of prospective science teachers' 21st century skill competence perceptions and attitudes toward STEM. International Online Journal of Educational Sciences, 10(4), 251-272.
• Valasidou, A., & Bousiou-Makridou, D. (2008). The impact of ICT’s in education: The case of University of Macedonia students. Journal of Business Case Studies, 4(3), 29-34.
• Vitanova, V., Atanasova-Pachemska, T., & Pachemska, S. (2014). Factors affecting the frequency of ICT usage in primary schools teaching. The Eurasia Proceedings of Educational and Social Sciences, 1, 461-468.
• Volman, M., & van Eck, E. (2001). Gender equity and information technology in education: The second decade. Review of Educational Research, 71(4), 613-634.
• Watt, H. M. G., Richardson, P. W., & Devos, C. (2013). (How) does gender matter in the choice of a STEM teaching career and later teaching behaviours? International Journal of Gender, Science and Technology, 5(3), 187-206.
• White, D. W. (2014). What is STEM education and Why is it important? Florida Association of Teacher Educators Journal, 1(14), 1-9.
• Wu, Y. T., & Anderson, O. R. (2015). Technology-enhanced STEM (science, technology, engineering, and mathematics) education. Journal of Computers in Education, 2(3), 245-249.
• Xie, Y., Fang, M., & Shauman, K. (2015). STEM education. Annual Review of Sociology, 41, 331–357.
• Yusuf, M. O. (2005). Information and communication technology and education: Analysing the Nigerian national policy for information technology. International Education Journal, 6(3), 316-321.
• Yusuf, M. O., & Balogun, M. R. (2011). Student-teachers' competence and attitude towards information and communication technology: A case study in a Nigerian University. Contemporary Educational Technology, 2(1), 18-36.