Özet:

The aim of this research is to examine the technological literacy levels of classroom teachers working in rural areas according to more than one variable. In the 21st century, technology is advancing with a great speed and change. The first condition for the individuals of our age to be able to adapt to this speed is to have the ability to use technology. In my research, the technological literacy rates of our teachers who train and develop our future generations and the factors affecting this situation were examined. In my research, a general scanning model was used. The participants of the research are 201 classroom teachers working in rural areas in the central district of Tokat province. Classroom teachers working in 15 rural settlements in the central province of Tokat constitute the participants of the research. The data in the research is an individual information form created by the researcher himself and the Computer Reader developed by Kolburan Geçer & Dağ (2010). -It was obtained by using the authorship scale. In the analysis of the data, independent sample t-test for percentage, arithmetic mean, gender, course, frequency variables, and one-way analysis of variance (ANOVA) for the variables of education status and professional seniority were used. It has been determined that there is a significant difference according to education status, gender, education about Web 2.0 tools, and there is no significant difference according to professional seniority and participation in computer courses. As a result, it has been determined that 85 of the teachers do not use web2.0 tools in the educational environment. According to the survey data, it has been concluded that using educational technologies increases the quality of education. In-service seminars and courses can be given for more teachers to benefit and use educational technologies.

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