Özet:

In this study, it is aimed to analyze teachers’ views towards taking information technology supports in individualized education programs. Experimental pre-test and posttest model was used as the design of the research. The study was carried out with 51 teachers in the experimental group, 51 teachers in the 51 control group, working in the public schools in Etimesgut, Altındağ, Yenimahalle, Keçiören ve Ayaş, the districts of Ankara. Technological Attitude Scale developed by Ankara ARGE (2016) was applied to experimental and control groups as pre-test and posttest to state the level of teachers’ technological attitudes. Independent Samples t-test and Dependent Samples t-test, ones of parametric tests were used in the analysis of data. As the results of the study, whereas the technological attitude levels of experimental and control groups were about the same before experimental group got information technology supports education in individualized education programs in Braga/Portugal, the technological attitude level of experimental group increased in a noticeable way after the education in Braga/ Portugal but the technological attitude of control group remained the same level, not getting the education in Braga/ Portugal. According to findings, it can be useful to put into practice and generalize information technology supports in individualized education programs for the teachers whose technological attitude levels are low.