Abstract:

This study aims to examine the importance of their websites from the educational technologies they use in the teaching of reading and writing of the first-class class teachers and their opinions on the content, formal conformity of the websites used, the level of the child and the availability of the teacher. In the study, a illustrative follow-up pattern of karma research methods was used. In the research scheme used, the data was collected through the evaluation scale of the educational software used in the primary reading writing teaching and semi-built conversations. Imaginary statistical methods have been used to determine the opinions of teachers about the websites used in the primary reading writing teaching. For the analysis of the data, the opinions of classmates on the websites used in the first reading writing teaching have been used by the gender, professional age, graduate school type and classmates based on statistical analysis techniques. Research findings have found that classmates’ opinions about the use of educational technologies in the first reading writing teaching process are at the "mediate" level. It has also been concluded that the opinions of classmates on the use of educational technologies in the first reading writing teaching process are not different in terms of gender variation, and are different according to professional age, graduation status and class presence.

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