Abstract:

Students who stay away from face-to-face education in situations such as epidemics, disability, and pandemics may be disadvantaged in the teaching process. The main purpose of this study is to determine the competence of using technology as an active teaching tool in physics, chemistry, biology, and science courses in the Covid-19 hybrid education process. In the research, a multiple case study model was used within the scope of the qualitative research method. The research was carried out with 57 teachers and 44 students working in secondary and high schools in Trabzon and Uşak provinces and districts, within the scope of purposeful sampling that applies hybrid education in their classrooms. Data were obtained with the help of a semi-structured interview form and structured observation form, interview findings were evaluated with content analysis, and observation findings were evaluated with descriptive analysis. Due to the use of smart board technology in Turkey since 2017, technology-supported active learning has been carried out effectively by teachers and students during the Covid-19 process. In the hybrid education process, technology-supported teaching practices are the most intense in the course at schools; it is thought that the technological readiness to be used in simulation, measurement-evaluation, and lecture processes is due to the advanced level of technological readiness before Covid-19. Considering that the effectiveness of online education applications will gradually increase in all educational environments in the future, it would be beneficial to offer technology-supported in-service pieces of training for all teachers.

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