Introduction: The competencies needed for information and communication technologies (ICT) integration in the teaching-learning process are related to the use of technology, pedagogical attitudes, and content planning. These qualifications are all interrelated and should not be seen separately (Becuwe et al., 2017). In this context, ICT and TPACK competencies are important for ICT integration. The standards of ISTE for educators define the ICT skills that teachers should have as designers and facilitators (International Society for Technology Education [ISTE], 2020). These standards are gathered within the framework of ICT literacy, digital literacy, and ICT competence (Tondeur et al., 2017). The concept of ICT competence discussed in this study refers to the integrated and functional use of digital knowledge, skills and attitudes (Hatlevik et al., 2015). In this study, the ICT integration competencies of pre-service teachers (PSTs) were examined as ICT competencies and TPACK competencies in terms of a range of variables. For this purpose, the following question was asked: “Is there any significant difference in the ICT integration competencies of PSTs according to a range of variables?” Methods: This study is based on causal-comparative research. The research was conducted in the autumn term of the 2019-2020 academic year. A convenience sampling method was used. In this regard, 413 PSTs, who are students of faculties of education at ten state universities located in different cities in Turkey, participated voluntarily in the study. The “Pre-service Teachers’ ICT Competencies Scale” developed by Tondeur et al. (2017) and the “TPACK-Deep Scale” developed by Kabakçı Yurdakul et al. (2012) were used to collect the data in the study. In addition to the scales, seven questions were asked about gender, grade, department, GPA, ICT course grade, owning a computer for educational purposes, and one’s perceived ability to use technology. Two methods have been adopted to collect data. The first was to collect the printed forms that were completed in pen by the PSTs, and the second was to prepare the electronic form and deliver it to the PSTs via e-mail and social media applications and then collect the data. To analyse the data, descriptive statistics, independent samples t-test and one-way analysis of variance (ANOVA) were used. Results: ICT and TPACK competencies of PSTs differ according to grade, having one’s own computer for educational purposes, and one’s perceived ability to use technology, but do not differ by gender. There is no significant difference in ICT and TPACK competencies according to the gender of PSTs. There is a significant difference in ICT and TPACK competencies according to the grade of PSTs and this difference is in favour of fourth grades. There is a significant difference in terms of ICT competencies and TPACK competencies according to computer ownership for educational purposes. This difference is in favour of PSTs who have their own computers. According to the perceived ability to use the technology of PSTs, there is a significant difference in ICT competencies and TPACK competencies. This difference is in favour of PSTs who think they can use technology at the advanced or expert level. Discussion: In the face of constantly developing and changing technology, an important consideration is the competencies teachers and PSTs should have for ICT integration. Factors contributing to the explanation of the ICT integration process such as skills and competencies, pedagogical beliefs and self-efficacy, professional development and teacher experiences, ICT infrastructure, and access and tools are seen to have a positive effect on ICT use (Kaya & Usluel, 2011). It has been suggested that competence and pedagogical knowledge regarding ICT integration as perceived by teachers are important when starting to integrate ICT into teaching practices (Aslan & Zu, 2015). In this study, it was found that there is a difference in ICT integration competencies of PSTs in favour of those who have their own computers and those who think they can use technology at the advanced or expert level. As the PSTs experience an increase in their perceived level of skill in their use of technology, their ICT integration competencies increase. This study also shows that PSTs’ computer ownership has an impact on their education and improves their technological skills, making a difference in terms of ICT integration competencies. Limitations: This study was limited to PSTs who studied at the faculty of education at state universities in Turkey. In addition, two scales related to ICT integration and one demographic questionnaire were used. Also, the convenience sampling method was used and the sampling was confined to 413 PSTs. Conclusions: There is a need for educational processes that emphasise technology’s educational value and enable teachers to improve themselves pedagogically and plan more effective teaching-learning processes using this pedagogical knowledge. To meet the needs of the learners of this century, teachers must first be equipped with the necessary knowledge and skills in their educational processes (Yıldırım, 2000; Zhou et al., 2010). PSTs should experience this process in their teaching-learning process, and should receive training in the integration of ICT in the teaching-learning process (Çubukçu et al., 2017). Research shows that the learning experiences of PSTs in this sense and the integration of ICT with their subject areas are closely related to understanding the educational value of ICT (Mumcu & Usluel, 2015). Academics, who take a role in teacher education, should use technology effectively in their lessons, and PSTs should experience the educational uses of technology through their education (Başal, 2015). In this sense, academics who take part in teacher education have important duties.

The present study illustrates digital storytelling (DS) as an open-ended learning environment, which is one of the ways of preparing pre-service teachers (PST) to practice computational thinking (CT) in their future teaching. An 8-week teacher training program was organized and presented. The study aims to investigate the program’s impact on the PST's CT skills, CT-integrated DS design skills, and their perspectives. A study group of fifty-two second-year PSTs took part in the Instructional Technologies course. An embedded mixed-method design was used. The CT scale was used as a pre-test and post-test to examine the development of the PST’s CT skills for quantitative data collection. The qualitative data comprise the CT-integrated DS projects developed by the PST during the training and the reflection reports they wrote at the end of the training. The paired samples t-test was used in the analysis of quantitative data. The DS projects were evaluated using the rubrics with the story/storyboard, DS, and CT skills dimensions. Reflection reports were analyzed using thematic analysis. The findings revealed a significant improvement in the PST’s CT skills after the training program. The qualitative findings show the PST’s perspectives on CT definitions, the perceived benefits of CT and DS, and the use of DS to promote CT. The qualitative findings also present evidence for the CT-integrated DS design skills of the PST. Therefore, the study presents early findings showing that CT components could be integrated with DS and used in teacher education effectively without any pressure to use programming tools. The study also shows how DS is gradually integrated with the CT components as a suggestion for future studies.

According to the theoretical frameworks and teaching practice, the constructs of the Technology acceptance model - TAM and the Cognitive load theory - CLT are in a close cause-and-effect relationship, and gaining insights into this issue is essential for educators. Our study aimed to examine continuous teaching intention (CTI) with emerging technologies (ET) through perceived usability (PUS), attitudes towards teaching (ATT) and perceived cognitive load (PCL) from the aspect of teachers’ perceptions. A survey research design using a cross-sectional survey technique was applied. The research involved 801 primary and lower secondary school teachers. Results showed that the TAM-CLT scale model is aligned and fits the overall sample well. In addition, teachers’ PUS can be a crucial factor in shaping ATT and CTI of ET because this construct positively influences these variables underlining the importance of designing user-friendly ET. However, our study reveals the lack of a significant negative relationship between teachers’ PCL and PUS, and the absence of mediation between PCL and CTI through PUS. These unexpected findings highlight the complexity of users’ experiences with ET and the need for a more nuanced understanding of the interplay between these constructs. One of the implications of our study refers to further investigation of the underlying mechanisms between PCL, PUS, and CTI. Other recommendations are stated in the discussion.

STEM and computer science (CS) education are some of the most important research topics of the last decade. The idea that CS should be a part of STEM is becoming more and more common. The most important goals of integrating CS into STEM are to develop students’ computational thinking (CT) and problem-solving skills. STEM education creates a natural context for integrating CT into learning and teaching processes. However, applied studies are needed since the subject is new and open to development. In this study, we designed an interdisciplinary unplugged programming activity to integrate CT into STEM activities which we then implemented in a professional development course (PD) with the participation of STEM teachers. To evaluate the effectiveness, an open-ended questionnaire was given to the teachers and the results were analyzed. Accordingly, the teachers stated that the activity was exemplary in applying the interdisciplinary approach and enabling the perspectives of different disciplines to be seen by other subject-area teachers. Also, using unplugged programming activities in teacher education provides an important example. Teachers who want to conduct unplugged programming activities in their classrooms, learn how to integrate CT into STEM, are interested in the practice to support their students’ research skills, and aim to support students’ 21st-century skills can also use this activity. The interdisciplinary structure of the activity and its example of integrating CT into STEM will guide practitioners and researchers in the field.

Integrating computational thinking (CT) into various disciplines via computer science (CS) methods such as unplugged, block-based, text-based, and physical programming is a trending topic in educational sciences. This study presents a perspective on implementing an unplugged computer science activity to integrate CT into mathematics education. This study aims to examine the integration of CT into mathematics education, its classroom practice, and the opinions of students and pre-service teachers towards the unplugged CS activity. For this purpose, we developed an unplugged CS activity, which includes CT components, computer science and mathematics education achievements. The unplugged CS activity is a problem of transmitting data most efficiently and accurately between transmitter and receiver. The researchers trained twelve pre-service mathematics teachers to implement this activity in real-classroom environments. The pre-service teachers implemented the unplugged CS activity with 80 students in four classes. CT components were considered in the activity design. The students performed data collection, data analysis, decomposition, pattern recognition, algorithm design, and testing and debugging, which are components of CT, during the activity. Middle school students stated that they had enjoyed the activity and that this activity made the mathematics learning process satisfying. They established a relationship between the activity and mathematics education, besides, they needed help connecting it with CS concepts. Pre-service teachers stated that they had challenges in classroom management during the activity. Classroom management should be a part of teacher education in designing and implementing CT-integrated lessons. Courses containing classroom management, CS activity design and implementation should be developed for pre-service teachers based on theory and practice within their discipline.