Main Article Content
t is thought that the compulsory distance education (Covid-19 pandemic) process may have some advantages as well as some disadvantages for learners and teachers. From this point of view, the present study is designed to investigate the technology integration levels of the pre-service teachers and the effect of the compulsory distance education process on the technology integration levels. The mixed-method was used in the study. The quantitative dimension of the research is an example of the survey study, which was planned and conducted by the single survey model. In the qualitative dimension, the views of pre-service teachers about the effect of the compulsory distance education process on technology integration levels were analysed through the interview technique. A total of 414 students of the Faculty of Education were included in the study through convenience sampling. In the study, “Indicators for Teachers' Technology Integration (TEG) Scale", "Personal Information Form", and "Semi-Structured Interview Form" were used as data collection tools. The data were analysed by the SPSS program and the level of significance was accepted as 0.05. According to the results of the research, the technology integration levels of the pre-service teachers in the compulsory distance education process were found to be high. Furthermore, it was found that the compulsory distance education process has a catalytic effect on pre-service teachers' technology integration levels.
Authors retain copyright to their work, licensing it under Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License and grant the journal exclusive right of first publication with the work simultaneously and it allows others to copy and redistribute the work for non-commercial purposes, with an acknowledgment of the work's authorship and initial publication in IOJET and provided that no changes were made on the article.