AWARENESS LEVEL OF TECHNOLOGICAL INNOVATIONS AMONG SCIENCE PROSPECTIVE TEACHERS AT COLLEGE OF EDUCATION AT UMM AL-QURA UNIVERSITY

The international world today witnesses a technological and scientific revolution, which caused an accelerated growth in scientific advancement and technological innovation, that represent an access for the present century. Nationally and internationally, education and learning are confronting several challenges such as, knowledge outburst since the amount of information is growing twice over per 4-5 years. To deal with this challenge it was necessary to construct novel teaching methods as: electronic learning, digital curriculum, distance learning, and smart classrooms, along with their implementation in teaching. Alongside with the innovative assistance such as, hypothetical laboratories, multi media, digital libraries, and other new technologies that basically implement technological innovations in teaching and learning process. Thus, it was necessary to investigate awareness level of technological innovations among science prospective teachers at College of Education, which mat assist her training to tackle novelty in the new technological world. Hence, the present research is trying to answer the following questions: What is the awareness level of technological innovations among science prospective teachers? Is there a statistically significant differences in the awareness level of technological innovations among prospective teachers due to different professionals (chemistry / biology). Is there a statistically significant differences in the awareness level of technological innovations among prospective teachers due to academic level (level one-level two). The study applied (Technological Innovations Awareness Test). The sample of the study comprises 200 female students applied to College of Education at chemistry and biology departments (level one & level four). The study attained the following results: The sample represents a low level of awareness of technological innovations, lower than competency level identified in the study. There are no statistically significant differences between the mean scores of prospective teachers in chemistry and biology regarding technological innovations awareness test. There are no statistically significant differences between the mean scores of prospective teachers in first level and fourth level regarding technological innovations awareness test. With reference to the results of the study, several recommendations are presented: Reviewing educational syllabuses presented in teacher training programs to be in line with technological innovations growth. The need for training prospective teachers to utilize technological innovations in their field of profession through the implementation of hypothetical and computerized laboratories. Spreading the technological awareness among science teaching professionals, college staff members, and laboratory guardians through training courses and workshops to apply technological innovations in teaching process. Initiating professional training courses and workshops for prospective teachers to assist technological awareness, concerning its significance, concepts, implementation, and utilization in teaching. Including special syllabuses to deal with technological innovations and its utility, alongside with educational technology in prospective teachers programs. Providing the suitable classrooms and learning centers to maintain staff members' efforts in utilizing technological innovations in academic teaching.