Abstract:

In the research, it is aimed to evaluate the Educational Information Network (EBA) in terms of Turkish lesson. For this, the study was carried out according to the parallel design converging from mixed research methods. The quantitative part was carried out according to the survey study, the qualitative part was carried out according to the case study. Questionnaire and interview form, which are two parallel data collection tools, were applied to 61 Turkish teachers. The data obtained, the ways of accessing EBA, the purposes and frequency of using EBA, the data on EBA usage qualifications were revealed, and the variables were examined comparatively. Teachers' opinions related to this were analyzed. As a result of the research, it was determined that Turkish teachers use EBA quite frequently at school and at home. Most of the Turkish teachers are competent in using EBA, nearly half of them are partially sufficient, and a few are insufficient. It has been observed that teachers who see themselves as partially sufficient and inadequate do not share any content on EBA and do not work with students over this network. The teachers evaluated that the content and services of EBA are not fully sufficient to reach the objectives and achievements of the Turkish course. Turkish teachers; EBA is mostly used to repeat and reinforce the subjects, to meet the needs of teaching materials and documents, and to give homework to students. According to the teachers, the number and variety of language skills, measurement and evaluation, resources, and content related to grammar are limited. Establishment of R&D teams consisting of field teachers who produce content will enable EBA to achieve the desired success. In addition, training teachers on the use of EBA will increase the effective use of the system.

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