Abstract:

This study, designed within the framework of the Qualification Research, is intended to obtain their views on the first reading and writing teaching from the perspective of class teachers from the EBA and educational portals. For this purpose, the standardized open-end interview form, which includes open-end questions, was prepared and discussed with 15 class teachers working in the official primary schools associated with the Ministry of Education on the basis of the criteria of at least once first-class teaching and EBA and training portals, and asked them to answer questions in writing. The answers of classmates to open-end questions were analyzed by content analysis, which is from the quality document examination methods. The research results show that the use of EBA and educational portals in the first reading and writing teaching was advantageous for classmates but they met a number of challenges during their use and suggested solutions to these challenges. Class teachers explain the positive and negative aspects of sending online tasks through EBA and educational portals, while presenting a number of recommendations on how online tasks will be. While teachers offer design suggestions regarding the EBA and educational portals, the EBA and educational portals offer a series of suggestions on all of this, indicating that the first reading and writing teaching process attracts the attention of children, that children are able to participate actively in the class when they are used effectively where needed, that children are useful in improving their reading attitude but that they are not a primary tool in providing their motivation.

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