Factors associated with computer and Internet technology implementation in biology, chemistry, and physics education in Turkish secondary schools

The main purposes of the research were to identify computer and Internet use by biology, chemistry and physics teachers in Turkish secondary schools and identify factors associated with computer and Internet technology. To this end, survey documents were sent by the Provincial Directorate of National Education to 250 selected schools' administrators for further distribution. Administrators were asked to complete the "Computer and Internet Use: School Survey," and to distribute the "Science Teacher Computer and Internet Use" surveys to the two teachers who teach science class. Surveys were then returned to the General Directorate of Educational Technologies.;Research findings showed that computer and Internet use has not occurred effectively. Computers were first introduced to Turkish schools in 1984; unfortunately the current situation of computer and Internet use in science education is not at the projected earlier point in time. Considering the fact that science teachers' participation in technology-related professional development program is higher than other subject teachers, the use of computer and Internet technologies in Turkish secondary schools is still at its early stages. Lack of computer knowledge and not knowing how to integrate computers into education were the major factors reported.;With regard to computer and Internet use, a regression model for Turkish schools, which includes access and knowledge, explains a large part of the variance in study results. There was a significant relationship between computer attitude (computer liking, usefulness, and confidence) and computer and Internet use. Although there was a significant negative relationship between Internet and computer uses and the attitudinal component, computer anxiety, it did not deter individuals from expressing a desire to engage in computer use in education.