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This paper aims to investigate teachers’ opinions on technology integration in teaching and learning process and to examine how Covid-19 pandemic influenced their attitudes and opinions towards technology integration in education. For this purpose, case study approach was employed. The participants of the study consisted of 25 teachers of different branches working at state secondary schools in Turkey. Open-ended questions prepared by the researchers were used to obtain data. Content analysis method was used to analyze the data. According to the findings of the study, it is evident that perceptions of teachers participated in the study about technology integration in teaching and learning process is positive in general.
This paper investigates how Covid-19 pandemic influenced secondary school teachers’ attitudes and opinions towards technology integration in education. For this purpose, the study was conducted in phenomenological design. The participants of the study consisted of 25 secondary school teachers of different branches. Open-ended question form was used to obtain data. The data were collected during the spring semester of 2019-2020 academic year. According to the findings of the study, it is evident that perceptions of teachers participated in the study about technology integration in teaching and learning process are positive in general. However, teachers stated their negative experiences such as internet problems, lack of internet competence, lack of family support, motivational problems, insufficient feedback, time limitation and inappropriate home environment.
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