Research article | Open Access
International Journal of Research in Teacher Education 2025, Vol. 16(1) 34-48
pp. 34 - 48 | DOI: https://doi.org/10.29329/ijrte.2025.1300.03
Publish Date: March 31, 2025 | Single/Total View: 6/4 | Single/Total Download: 7/5
Abstract
ABSTRACT
The main purpose of this study is to examine the level of science and mathematics teachers' use of educational technologies in their lessons, the criteria they consider when choosing technologies, the purposes of their use and the problems they experience in the process in a comparative manner in terms of the two disciplines. The participant group of the study consisted of 40 science and mathematics teachers working in various schools in Eastern Anatolia and Southeastern Anatolia regions of Turkey. The participants were selected using typical case sampling method, one of the purposeful sampling techniques. In this qualitative study in which phenomenological design was adopted, data were collected through semi-structured interviews and analyzed by inductive data analysis method. According to the findings, it was determined that teachers from both branches generally had high levels of using educational technologies in lessons, but science teachers used technologies more intensively than mathematics teachers. Teachers consider factors such as suitability to the content of the course subjects, ease of application, appealing to students' interest and motivation levels, and teachers' own knowledge and skill levels when choosing technology. In addition, it was determined that teachers mostly used technology to explain subjects, perform interactive activities and solve tests. However, technical and pedagogical problems such as frequent disconnection of the internet connection, inadequacy of the technological infrastructure and incompatibility of the applications used with the subject content limit the effective use of technology in lessons.
Keywords: Science Education, Mathematics Education, Educational Technology, Interactive Board, EBA
APA 7th edition
POLAT, M., & Tutak, T. (2025). Interdisciplinary Comparative Analysis of Science and Mathematics Teachers' Level of Technology Use in Teaching Processes, Their Aims and Problems Encountered. International Journal of Research in Teacher Education, 16(1), 34-48. https://doi.org/10.29329/ijrte.2025.1300.03
Harvard
POLAT, M. and Tutak, T. (2025). Interdisciplinary Comparative Analysis of Science and Mathematics Teachers' Level of Technology Use in Teaching Processes, Their Aims and Problems Encountered. International Journal of Research in Teacher Education, 16(1), pp. 34-48.
Chicago 16th edition
POLAT, Mehmet and Tayfun Tutak (2025). "Interdisciplinary Comparative Analysis of Science and Mathematics Teachers' Level of Technology Use in Teaching Processes, Their Aims and Problems Encountered". International Journal of Research in Teacher Education 16 (1):34-48. https://doi.org/10.29329/ijrte.2025.1300.03
AlAjimi, M.K. (2022). The impact of digital leadership on teachers’ technology integration during the COVID-19 pandemic in Kuwait. International Journal of Educational Research, 112, 1-10. https://doi.org/10.1016/j.ijer.2022.101928
Altunoglu, A. (2017). Investigation of variable angle of various levels of science teachers TPCK. [M.Sc. Thesis, Cumhuriyet University]. YOK Thesis Center.
Antonietti, C.., Cattaneo, A., & Amenduni, F. (2022). Can teachers’ digital competence influence technology acceptance in vocational education? Computers in Human Behavior, 132, 1-9. https://doi.org/10.1016/j.chb.2022.107266
Aslan Efe, H., Baysal, Y.E. (2017). Analysis of the relationship between science teachers’ motivation towards using educational technology and their self regulation strategies. Electronic Journal of Social Sciences, 16 (63), 1391-1399. https://doi.org/10.17755/esosder.308979
Avci, U., Kula, A., & Haslaman, T. (2019). Teachers’ opinions on technology that they want to integrate into the learning-teaching process. Acta Infologica, 3(1), 13-21. https://doi.org/10.26650/acin.556003
Ayvaci, H. S., Ozbek, D., & Sevim, S. (2018). Determining teachers’ opinions towards the integration of interactive boards into teaching: Trabzon sample. E-International Journal of Educational Research, 9(1), 1-13. https://doi.org/10.19160/ijer.361922
Barut, L. (2015). Relationship between the attitudes of science and technology teachers towards the use of technology in the education with their computer self-efficacy. [M.Sc. Thesis, Kahramanmaras Sutcu Imam University]. YOK Thesis Center.
Baydas, O., Yilmaz, R. M. (2017). A model for pre-service teachers’ intention to use interactive white boards in their future lessons. Journal of Higher Education & Science, 7(1), 59-66.
Blackwell, C. K., Lauricella, A. R., Wartella, E., Robb, M., & Schomburg, R. (2013). Adoption and use of technology in early education: The interplay of extrinsic barriers and teacher attitudes. Computers & Education, 69, 310–319. https://doi.org/10.1016/j.compedu.2013.07.024
Cakiroglu, J., & Cetinkaya-Aydin, G. (2019). Fen Bilimleri ogretiminde teknoloji kullanimi [Using technology in science teaching]. Akgunduz, D. (Ed.), Fen ve matematik egitiminde teknolojik yaklasimlar [Technological approaches in science and mathematics education]. (ss. 57-73). Ani Publishing.
Celik, C., Celik, B., & Alpaslan, M.M. (2021). Pre-service science teachers’ tendencies towards using technology in class. MSKU Journal of Education, 8 (2), 503-519. https://doi.org/10.21666/muefd.835314
Chen, C. (2008). Why do teachers not practice what they believe regarding technology integration? Journal of Educational Research, 102, 65-75. https://doi.org/10.3200/JOER.102.1.65-75
Chien, S.P., Wu, H.K. (2020). Examining influences of science teachers’ practices and beliefs about technology-based assessment on students’ performances: A hierarchical linear modeling approach. Computers&Education, 157, 1-11. https://doi.org/10.1016/j.compedu.2020.103986
Creswell, J. W. (2016). Nitel araştırma yöntemleri beş yaklaşıma göre nitel araştırma ve araştırma deseni [Qualitative inquiry and research design: Choosing among five approaches]. M. Butun & S. B. Demir (Edt.). Ankara: Siyasal.
Da Silva Ramos, R., De Aguiar, M., Da Silva, E., Caetano, C., Pina, R., Neves, J., & De Oliveira, H. (2024). Educational technology to empower patients as participants in their care. Revista Brasileira de Enfermagem, 77(6), 1-8. https://doi.org/10.1590/0034-7167-2023-0359.
Dagyar, M., Kasalak, G., & Sezgin, E. (2020). What do primary school students think about mobile programming education? “Developing my own mobile game”. World Journal on Educational Technology: Current Issues. 12(4), 258 - 277. https://doi.org/10.18844/wjet.v12i4.5179
Demirbag, M. (2018). Technology integration of science teachers from teacher beliefs perspective. [Doctoral dissertation Uludag University]. YOK Thesis Center
Demircioglu, G., Yadigaroglu, M. (2014). Views of chemistry teachers about the FATİH project. Journal of Research in Education and Teaching, 3 (2), 302-310.
Devran, P., Oztay, E.S., & Tarkin-Celikkiran, A. (2021). Content analysis of research on teachers’ technology integration in science education in Turkey. Cumhuriyet International Journal of Education, 10 (4), 1789-1825. https://doi.org/10.30703/cije.938487
Durust, E. (2019). Examining secondary school science teachers’ smartboard usage in terms of various variables: Kirsehir province sample. [M.Sc. Thesis, Kirsehir Ahi Evran University]. YOK Thesis Center.
Erdem, A. (2018). Examination of teacher’s views on the use of technology in physics education in high schools. The Journal of International Social Research, 11 (56), 505-520. https://doi.org/10.11114/jets.v7i4.4019
Farjon, D., Smits, A., & Voogt, J. (2019). Technology integration of pre-service teachers explained by attitudes and beliefs, competency, access, and experience. Computers & Education, 130, 81-93.
https://doi.org/10.1016/j.compedu.2018.11.010
Fernandes, G.W.R., Rodrigues, A.M., & Ferreira, C.A.R. (2019). Using ICT in inquiry-based science education. Springer International Publishing.
Flores-Chacón, E., Pacheco, A., Gonzales-Ortiz, Y., Moreno-Vega, L., Del-Castillo-Palacios, F., & Perez-Rojas, E. (2023). Educational innovation: the architecture of digital technologies as a catalyst for change in university teacher training. Scientific Reports, 13, 1-8. https://doi.org/10.1038/s41598-023-48378-w.
Nakiboğlu, C., & Gacanoğlu, Ş. (2019). Deneyimli Kimya Öğretmenlerinin Derslerinde Eğitim Bilişim Ağı (EBA) Ders İçeriklerini Kullanma Durumlarının İncelenmesi. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 13(2), 1141-1165. https://doi.org/10.17522/balikesirnef.633128
Ginzburg, T., & Barak, M. (2023). Technology-Enhanced Learning and Its Association with Motivation to Learn Science from a Cross-Cultural Perspective. Journal of Science Education and Technology, 35, 597-606. https://doi.org/10.1007/s10956-023-10048-x.
Grimalt-Álvaro, C., Ametller, J., & Pintó, R. (2019). Factors shaping the uptake of ICT in science classrooms. A study of a large-scale introduction of interactive whiteboards and computers. International Journal of Innovation in Science and Mathematics Education, 27(1), 18-36. https://doi.org/10.30722/IJISME.27.01.002
Hosver, Y. (2017). A research on the investigation of technology usage qualifications about teachers in science lessons. [M.Sc. Thesis, Yeditepe University]. YOK Thesis Center.
Jong, M., Zhai, X., & Chen, W. (2024). Innovative Uses of Technologies in Science, Mathematics and STEM Education in K-12 Contexts. International Journal of Science and Mathematics Education. 22, 1-9. https://doi.org/10.1007/s10763-024-10530-x.
Kahraman, S., Yilmaz, Z. A., Erkol, M., & Altun Yalcin, S. (2013). Investigation of pre-service teachers’ self-efficacy beliefs of educational internet use. Elementary Education Online, 12 (4), 1000-1015.
Kaya, S. (2019). Chemistry teachers' views of using technology in chemistry teaching and levels of technology use. [M.Sc. Thesis, Van Yuzuncu Yil University]. YOK Thesis Center.
Kiray, S.A. (2016). Development of a TPACK self-efficacy scale for preservice science teachers. International Journal of Research in Education and Science, 2(2), 527-541.
Kirbag Zengin, F., Kirilmazkaya, G., & Kececi, G. (2012). Elemantary students use of smart board the effect of achievement and attitude in science and technology course. e-Journal of New World Sciences Academy, 7 (2), 526-537.
Kirindi, T., Durmus, G. (2019). Investigation of technological pedagogical field knowledge of science teachers. Journal of Ahi Evran University Kirsehir Education Faculty, 20 (3), 1340-1375. https://doi.org/10.29299/kefad.2019.20.03.010
Kiv, A., Semerikov, S., Striuk, A., Osadchyi, V., Vakaliuk, T., Nechypurenko, P., Bondarenko, O., Mintii, I., & Malchenko, S. (2024). Advancing Education in Challenging Times: A Review of the XVI International Conference on Mathematics, Science and Technology Education (ICon-MaSTEd 2024). Journal of Physics: Conference Series. https://doi.org/10.1088/1742-6596/2871/1/011001
Lai, J.W., Bower, M. (2019). How is the use of technology in education evaluated? A systematic review. Computers & Education, 133, 27-42. https://doi.org/10.1016/j.compedu.2019.01.010
Lees, J., Risør, T., Sweet, L., & Bearman, M. (2024). Integrating digital technologies into teaching embodied knowledge in the context of physical examination.. Medical education. 18, 1-17. https://doi.org/10.1111/medu.15599.
Lomos, C., Luyten, J., Kesting, F., & Da Cunha, F. (2023). Explaining variation in teachers’ use of ICT: a learning analytics approach. Interactive Learning Environments. 1-19. https://doi.org/10.1080/10494820.2023.2170419.
Marshall, C. & Rossman, G.B. (2014). Designing qualitative research. New York: Sage.
Meylani, R. (2025). A Critical Glance at Technology's Role in Mathematics Education for a Sustainable Future: Advancing SDG 4 - Quality Education Through a Systematic Review and Qualitative Synthesis. Journal of Lifestyle and SDGs Review. https://doi.org/10.47172/2965-730x.sdgsreview.v5.n02.pe04566
Moon, S., Lee, J., & Kim, J.B. (2021). A survey on teachers' perceptions of the use of advanced science and technology in education. Brain, Digital & Learning, 11(4), 645-658. https://doi.org/10.31216/BDL.20210041
Murzabaev, K., Apendiev, O., & Kyzy, M. (2024). Innovative technologies of integrated teaching of mathematics with science subjects. Bulletin of Issyk-Kul University. https://doi.org/10.69722/1694-8211-2024-56-108-118.
Nungu, L., Mukama, E., & Nsabayezu, E. (2023). Online collaborative learning and cognitive presence in mathematics and science education. Case study of university of Rwanda, college of education. Education and Information Technologies, 1-20. https://doi.org/10.1007/s10639-023-11607-w.
OECD. (2010). Inspired by technology, driven by pedagogy: A systemic approach to technology-based school innovations. OECD Publishing.
Ozbay, U. (2016). Usage of science teachers’ mobile applications and their views about usage of these applications in science education process. [M.Sc. Thesis, Aksaray University]. YOK Thesis Center.
Ozdemir, U., Bozdogan, A.E. (2014). Examination of science teachers’ views related to tablet pc using in courses in terms of different variables: example of giresun province. Cumhuriyet International Journal of Education-CIJE, 3 (1), 59-73. https://doi.org/10.30703/cije.321335
Ozturk, E., Zhao, M., Hoffman, A., Joy, A., Marlow, C., Law, F., Deutsch, A., Mathews, C., McGuire, L., Balkwill, F., Burns, K., Butler, L., Drews, M., Fields, G., Smith, H., Winterbottom, M., Rutland, A., Hartstone-Rose, A., & Mulvey, K. (2024). Developmental Trajectories of Adolescents' Math Motivation: The Role of Mindset and Perceptions of Informal STEM Learning Site Inclusivity.. Journal of youth and adolescence. https://doi.org/10.1007/s10964-024-01949-0.
Phelps, A., Colburn, J., Hodges, M., Knipe, R., Doherty, B., & Keating, X.D. (2021). A qualitative exploration of technology use among preservice physical education teachers in a secondary methods course. Teaching and Teacher Education, 105, 1-11. https://doi.org/10.1016/j.tate.2021.103400
Pinar, M.A., Donel-Akgul, G. (2020). Opinions of science teachers about the use interactive board. e-Kafkas Journal of Educational Research, 7, 52- 65. https://doi.org/10.30900/kafkasegt.658312
Purohit, M., Kumar, V., Solanki, V., & Kumar, V. (2022). Integrating Mathematics Education with Technology. World Journal of English Language. https://doi.org/10.5430/wjel.v12n3p25
Radović, S. (2023). Is it only about technology? The interplay between educational technology for mathematics homework, teaching practice, and students’ activities. Journal of Computers in Education, 1-20. https://doi.org/10.1007/s40692-023-00277-9
Rahmat, A., Kuswanto, H., & Wilujeng, I. (2023). Integrating Technology into Science Learning in Junior High School: Perspective of Teachers. Jurnal Penelitian Pendidikan IPA. https://doi.org/10.29303/jppipa.v9i5.2922.
Raveh, I., Lavie, I., Wagner-Gershgoren, I., Miedijensky, S., Segal, R., & Klemer, A. (2025). Mathematics and science teachers: How their perceptions of their TPACK and use of technology interrelate. Eurasia Journal of Mathematics, Science and Technology Education. https://doi.org/10.29333/ejmste/15803.
Ricoy, M., & Sánchez-Martínez, C. (2023). Tablet-Based Praxis Developed for Children in Primary Education Studying Natural Sciences and Mathematics. Children, 10. https://doi.org/10.3390/children10020250
Sahin, M.C., Arslan-Namli, N. (2019). Attidutes of pre-service teachers’ on technology use in education: Cukurova university sample. Turkiye Sosyal Arastirmalar Dergisi [Turkish Journal of Social Studies], 23 (1), 95-112.
Saklan, H. (2017). Teachers’ opinions about education information network (EBA). [M.Sc. Thesis, Gaziosmanpasa University]. YOK Thesis Center.
Shin, M., & Park, J. (2024). Technology-assisted instruction with teacher prompts on fraction multiplication word problems: A single-case design with visual analysis and Bayesian multilevel modeling. Assistive technology: the official journal of RESNA, 1-11. https://doi.org/10.1080/10400435.2024.2415366.
Siddiqui, A., Khowaja, K., Ghulamani, S., & Shah, A. (2023). Integrating technology with science in STEM education for K-12 students. Journal of Information Systems and Digital Technologies. https://doi.org/10.31436/jisdt.v5i2.386.
Sipahioglu, S. (2019). Investigation of primary science teachers’ attitudes toward use of technology in education according to various variables. [M.Sc. Thesis, Ataturk University]. YOK Thesis Center.
Surana, K., Singh, A. & Sagar, A.D. (2020). Strengthening science, technology, and innovation-based incubators to help achieve sustainable development goals: Lessons from India. Technological Forecasting & Social Change, 157, 1-17. https://doi.org/10.1016/j.techfore.2020.120057
Szymkowiak, A., Melovic, B., Dabic, M., Jeganathan K., & Singh Kundi, G. (2021). Information technology and Gen Z: The role of teachers, the internet, and technology in the education of young people. Technology in Society, 65, 1-10. https://doi.org/10.1016/j.techsoc.2021.101565
Tanik Onal, N. (2017). Use of information and communication technologies: science student teachers’s perspectives. International Journal of Active Learning, 2 (1), 1-21.
Taskin-Ekici, F, Demirhan, S., Kara, İ., & Ekici, E. (2014). Science teachers’ ICT use frequency and the barriers they were exposed. International Journal of Assessment Tools in Education, 1 (1-2), 26-46. https://doi.org/10.21449/ijate.239568
Teo, T., Noyes, J. (2014). Explaining the intention to use technology among pre-service teachers: A multi-group analysis of the unified theory of acceptance and use of technology. Interactive Learning Environments, 22(1), 51–66. https://doi.org/10.1080/10494820.2011.641674
Timur, B. (2011). The development of pre-service science teachers’ technological pedagogical content knowledge in force and movement subjects. [Doctoral dissertation, Gazi University]. YOK Thesis Center.
Viberg, O., Gronlund, Å., & Andersson, A. (2020). Integrating digital technology in mathematics education: a Swedish case study. Interactive Learning Environments, 31, 232 - 243. https://doi.org/10.1080/10494820.2020.1770801.
Wijaya, T., Yu, Q., Cao, Y., He, Y., & Leung, F. (2024). Latent Profile Analysis of AI Literacy and Trust in Mathematics Teachers and Their Relations with AI Dependency and 21st-Century Skills. Behavioral Sciences, 14. https://doi.org/10.3390/bs14111008.
Wilson, M.L., Ritzhaupt, A.D., & Cheng, L. (2020). The impact of teacher education courses for technology integration on pre-service teacher knowledge: A meta-analysis study. Computers&Education, 156, 1-16. https://doi.org/10.1016/j.compedu.2020.103941
Yildirim, A., Simsek, H. (2018). Sosyal bilimlerde nitel arastirma yontemleri [Qualitative research methods in the social sciences]. Ankara: Seckin Publishing.
Yilmaz, E. (2018). Physics teachers’ views on the use of technology in teaching, Journal of Mehmet Akif Ersoy University Faculty of Education, 47, 27-37. https://doi.org/10.21764/maeuefd.412324