Özet:

The utilization of information and communication technologies in quality improvement of teaching and learning has been given much importance by many countries and educational systems worldwide (Plump, Anderson, Law & Qualex, 2009). Information and communication technologies (ICT) have been accepted as the primary means of creating information societies (UNESCO, 2003). The positive attitudes of teachers towards ICT use in classrooms enable technology to be integrated into schools to a high degree (Drent & Melissen, 2008; Mueller et al., 2008; Teo, 2008). However, factors such as insufficient school budgets, lack of hardware, inconclusive in-service training of teachers, inefficient technical and administrative support, and outdated software are particularly considered to be factors that hinder the use of computers in education (Varol, 2002; Mumcu & Usluel, 2004; Waite, 2004; Aktepe, 2011). Determining how much teachers at different levels keep up to date with ICTs currently being used in the teaching and learning processes, and defining teacher needs in education are thought to be significant in terms of prospective designs for instructional programs. Therefore, it is essential to explore the current status of teachers and technology in schools. The research sought answers to the following questions about the use of ICTs by teachers in teaching and learning process: 1. To what extent are the participants able to use computers for educational purposes, according to province? 2. What is the distribution of technology ownership of the participants according to province? 3. Do the participants’ views about the frequency of computer technology use in classes and schools vary according to seniority and in-service training participation? 4. What are the participants’ views about variables that influence computer use for educational purposes? 5. Do the participants’ views about information source preferences vary according to seniority?

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