**4. Results**

In today's world where information and technology are rapidly changing and developing, it is great importance for students to gain information access and problem solving skills. Therefore, integration of educational technologies into the field of education has an important role in enhancing academic achievement.

A conception of education not drawing on technological opportunities cannot meet the needs and expectations of individuals and societies of the today's world. Today, it is a must for each individual to be equipped with skills of having access to information, organizing this information, evaluating and using it and communication (Toprakç, 2005; cited in Taşç et al., 2010). As a result of widespread use of technological tools and devices in the field of education, a need to determine students' opinions about and tendencies and attitudes towards these tools has emerged (Akpnar, Aktamş ve Ergin, 2005; Frantom et al., 2002; Becker & Maunsaiyat, 2002; Tsai at al., 2001; McCoy, et. al., 2001; Gunter at al., 1998). In addition to this, it is assumed that the environment where students have been brought up and their parents' educational status may have some impacts on students' attitudes. In this respect, the present study investigates first-year pre-service science teachers' attitudes towards educational technologies and the effects of environment where they have been brought up and their parents' educational status on their attitudes.

In the present study, it was found that the general attitude of the pre-service science teachers' attitudes towards educational technologies is in the category of "Agree" and they have positive attitude. Moreover, it was found that the attitudes towards educational technologies do not significantly vary depending on the environment where they have been brought up. This result may indicate that whether the pre-service science teachers were brought up in rural or urban areas does not have any significant influence on their attitudes towards educational technologies. The pre-service science teachers may have been encouraged to make more use of internet through the project works or other homework given in their former education and in this way they may have developed more positive attitudes towards educational technologies. Another finding of the present study is that there is no significant correlation between the parents' educational status and the preservice science teachers' attitudes towards educational technologies.

But before making some generalizations in light of the findings of the present study, the limitations of the study should be mentioned. First, the present study is limited to its study group and data collection tools used in the present study. Therefore, further research may look at students from different departments, different faculties or different universities.

Utilization of educational technologies in the field of education can enrich education and enhance students' motivation, in this way; students are promoted to develop positive attitudes towards educational technologies. Positive attitudes developed by pre-service science teachers towards educational technologies may help them to make more efficient use of such technologies in their teaching.
