Pre-service training is the most important stage when teachers learn about integrating technology into their teaching. Pre-service teachers’ perceptions of the effectiveness of technologies can be used to predict their intention of including technology in their classrooms in the future. Having the necessary technical equipment available is considered important by these teachers to deal with current educational problems, and find solutions. Therefore, pre-service teachers’ educational activities were studied in this study and the use of new technologies in education was discussed. The contribution of different methods regarding the use of digital technologies for instructional purposes by pre-service teachers in different departments was investigated. The purpose of this study was to determine whether the different methods have an effect on the teachers’ technology integration self-efficacy (TISE), motivation, satisfaction and attitude towards the use of technology. The opinions of the pre-service teachers about the technologies used in the lessons were also analyzed. This study employed a mixed-method methodology. The sample in this study comprised 96 pre-service teachers at a university in Turkey who were divided into groups. The study involved a personal information form, semi-structured interview form, and four different scales. An ANCOVA analysis and descriptive statistics were used with the quantitative data, and content analysis was used in the analysis of the qualitative data. The results of this research show that a significant difference exists between the technology integration exercises performed using different methods, the students’ level of contribution to TISE and their motivation and technology use attitudes (TUA). The motivation and satisfaction levels were higher in the groups where authentic task-based instruction was used. It has been observed that closed-ended practical tasks support students’ self-efficacy to integrate technology. On the other hand, open-ended task-based activities were found to support an increase in attitudes towards technology use more than in the other groups. The group where closed-ended applications for technology integration self-efficacy, motivation, satisfaction and use of technology were performed differed in terms of gender, department and grade.

职前培训是教师学习将技术集成到他们的教学中的最重要阶段。职前教师对技术有效性的看法可以用来预测他们将来在教室中使用技术的意图。这些老师认为拥有必要的技术设备对解决当前的教育问题和寻找解决方案很重要。因此，本研究对职前教师的教育活动进行了研究，并讨论了新技术在教育中的应用。调查了不同部门的岗前教师在教学中使用数字技术进行教学的不同方法的贡献。这项研究的目的是确定不同的方法是否对教师的技术整合自我效能（TISE），动机，满意度和对使用技术的态度有影响。还分析了职前教师对课程中使用的技术的看法。这项研究采用了混合方法。本研究的样本包括土耳其一所大学的96名岗前教师，他们被分为几组。该研究涉及个人信息表，半结构化访谈表和四个不同的量表。定量数据使用ANCOVA分析和描述性统计，定性数据分析使用内容分析。这项研究的结果表明，使用不同方法进行的技术整合练习，学生对TISE的贡献水平以及他们的动机和技术使用态度（TUA）之间存在显着差异。在使用可靠的基于任务的指导的组中，动机和满意度较高。据观察，封闭式实践任务可支持学生整合技术的自我效能。另一方面，发现不限成员名额的基于任务的活动比其他组更能支持人们对技术使用的态度的提高。进行封闭式应用以实现技术集成的自我效能，动机，满意度和技术使用的人群在性别，部门和职等方面有所不同。