Özet:

With today’s advanced technology, computer-supported teaching presentation has had an important place in the educational activities. Interactive lesson presentations are used not only in the field of geography, but also in all other fields. Interactive lesson presentations that begin to be used in geography courses and the information presented can be concrete because the subject-related images, maps, graphics, tables, videos, moving images and even animations can be animated. This makes the information that is present more permanent. Curriculum presentations performed by this method also provide facilities to both the student and the teacher and therefore positively affect the speed of teaching. This study aims to determine the opinions of future teachers candidates on computer-backed lesson presentation. In our research, Nevşehir Hacı Bektaş Veli University Education Faculty of Social Information Teaching, Class Teaching, and Science and Literature Faculty Geography department, the 107 students who studied in the field of education were asked to apply the opinions of the survey. The SPSS statistical package program was used to analyze the data obtained in the study.  Anova is an arithmetic average, standard deviation, frequency, percentage values, t-test and one-way variance analysis from visual statistics. According to the findings from the research, it has been found that the computer-supported course presentation is suitable for geography teaching, provides effective and lasting learning when applied, makes the course interesting, increases the interaction between the teacher and the student. The maps, graphics, videos, animations, and shapes used in geography courses have been shown to have a positive impact on students’ learning levels. However, while future teachers find themselves sufficient at the middle level to prepare a course presentation with this method, the department teachers find themselves sufficient at the good level in interactive course presentation. When taking into account the gender variation, the conclusion was that girls students found themselves less sufficient in preparing interactive lesson presentations than boys.