Abstract:

The study, in which the views of high school teachers on the use of technology in education and the levels of technology integration in this direction were attempted to be determined, included 378 teachers from various branches as participants. In the study of the quality research methods used the situation study model, the written view form was used as a data collection tool. In the analysis of data, visual and content analysis methods have been used. The research has shown that some teachers do not realize technology integration in their classes because they see the use of technology as a time-consuming, unsuitable, useless activities. Most teachers have been shown to use technological tools to reflect class notes, watch videos, and solve exercises. This situation is understood when teachers are assessed together with their preferences for the use of hardware/software in which they may interact mostly in classes, they are often performed by teachers-centered class organizations. It is also understood that the majority of teachers consider negative or unstable the use of technological tools by students in classes. It has been shown that a significant proportion of teachers do not receive training for the use of technology, and that most of the fields of education do not receive special training for the teaching of their branches. It is understood that teachers do not have any problems with the use of basic software and hardware, but this only provides an integration at the level of "place change". It has also been shown that when teachers use a variety of software specific to their fields, they provide a facility at the level of "upgrading" in their classes, but they are unable to actively involve their students during the course. On the other hand, it is understood that when teachers in their classes with appropriate pedagogical approaches allow their students to interact with technological tools, they realize an integration at the "transformation" level.

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