Abstract:

As long as the importance of using instructional technologies increases in education, science student teachers', the future teachers who will use instructional technologies in their classes and provide environments and opportunities for their students to use instructional technologies, instructional technology usage becomes more important. In this study, science, which include biology, physics, chemistry and primary science, student teachers' frequency of usage of instructional technology was investigated. It was carried out as a comparative study with the participation of student teachers from Switzerland and Turkey. The study was carried out with the participation of 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. The results revealed that while, the frequency of using of smartboards by Turkish science students were low, its usage was moderate by Swiss science student teachers. Turkish science student teachers used projectors less frequently while Swiss science student teachers used projectors with a high frequency. Both Turkish and Swiss science students used web browsers,mp3 players and social networks with a very high frequency

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