Technology has been going on since humans first created a blade from a piece of stone, harnessed fire and like this. Automobiles, planes, telephones, televisions, computers, medical technologies and the others allow people to live more comfortable than before. All these makes it important that people understand and more comfortable with the concepts and workings of modern technology. From the societal standpoint, an informed citizenry improves the chances that decisions about the use of technology will be made rationally and responsibly.

To educate citizens technologically literate, teachers should improve themselves. To use technology teachers need support. We have seen that many teachers do not have the necessary IT skills and feel uncomfortable, nor do they have the specific training needed to be able to use the new resources in the classroom (Carnoy, 2004). There is a need towards changes in the curriculum, assessment and the professional development of staff. Also, there needs to be administrative support as well as incentives for teachers to engage in the change process. Teachers think that they do not have sufficient time for the reflective practices that facilitate the carrier development. They have little time or opportunity for communication and relationship building let alone opportunity for deliberating moral purpose or for identifying coherence across practices (Fox and Henri, 2005). Confidence is another important factor about ICT usage. Adequate training and observing others in real life situations are helpful in this context (Scrimshaw, 2004).

Among other courses, social studies is an important area in preparing students to our technological world of the 21st century. But, the researches about usage of technology and approaches related with technology makes it clear that social studies teachers are behind the other subjects teachers about this issue (Ross, 1991; Anderson and Becker, 2001; Atkins and Vasu, 2000; Becker, 2001; Dawson et al., 2000). Because of this, pre-service social studies teachers’ views about technology literacy were investigated in this study.

1.1. Aim:Because of the important role of technology both in 21^st century and in our lives and importance of the social studies pre-service teachers in training technologically literate citizens, in this study, views of the social studies pre-service teachers about technology and technology literacy are presented.  

1.2. Problem and Sub-Problems:The main aim of this study is to determinate to the opinions of social studies pre-service teachers about technology literacy. In the context of this aim, the following questions were asked:

1. What are the opinions of the pre-service teachers about the positive and negative aspects of the technology?

2. What are the opinions of the pre-service teachers about technology literacy?

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