QUALIFICATIONS OF TURKISH TEACHERS’ IN USING EDUCATIONAL TECHNOLOGY

In recent years, rapid developments in technology have brought various innovations in the field of education. Teachers should be able to use educational technology in their lessons in order to achieve more effective and more efficient educational process and to draw attention of students who have different interests, wishes and needs. For this purpose, in this study, secondary schools Turkish lesson teacher’s qualifications in using the educational technologies were examined in terms of different variables. The universe of the study is formed by Turkish lesson teachers worked in secondary schools in center of Antalya, in 2014-2015. The sample of the study is formed by a total of 126 Turkish lesson teachers working in 38 secondary schools in Konyaaltı and Muratpasa districts. In this study, Educational Technology Survey which was taken from the Social Learning Projects of Ohio University in the United States and adapted to the Turkish education system by Isman(2002), was used as data collection tool. Reliability and validity studies of this survey was made and ensured by Isman(2002). According to research findings; it is found that Turkish lesson teachers did not use the educational technologies, which motivate and encourage learning in learning process, in learning environments sufficiently. In addition, no significant different was found between Turkish lesson teachers in using educational technologies in terms of gender, age, professional seniority, educational level and the number of students in their classess. Female teachers were found to use simple narration, case study methods and reinforcement more than male taechers and significant difference was found between these variables. In addition, when examining the gender and cognitive approach variables in the part of theoretical aspects, ıt was found that female teachers used the cognitive approach statistically significantly more frequently.