Abstract:

Pre-service science teachers’ preparedness to use and integrate ICT in their classrooms was investigated in this study. A sample of 684 pre-service science teachers from five different Mediterranean region university that have science education program were participated in the study. A 38-item questionnaire developed within the scope of the study was administered to collect the data. The results of the factor analysis showed that pre-service science teachers’ self-efficacy level of ICT use had two factors: (a) basic, (b) advanced, and their self-efficacy level of ICT integration had two factors: (a) traditional, (b) field-specific. Findings indicated that participants had a medium level of ICT use and integration self-efficacy, and low level of fieldspecific ICT integration self-efficacy. Third and fourth graders’ self-efficacy related to use of advanced ICT, and field-specific ICT integration were significantly greater than both first and second graders. Third graders’ self-efficacy of basic ICT use was significantly greater than both first and second graders. Females’ level of self-efficacy related to both ICT use and integration was significantly greater than males while internet use rate, reported ICT skills, interest in science teacher profession and ICT had significant associations with participants’ self-efficacy level of both ICT use and integration. Recommendations and further research studies were presented

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