Özet:

Today’s teachers are expected to be able to effectively use information and communication technologies in the teaching and learning process. It is necessary that teachers have certain qualifications to be able to effectively use technology in their classes. But these qualities alone are not enough. In the process of teaching and learning, the advantages of technology have an important impact on teachers’ adoption and acceptance of technology. When studies are conducted in national literature, it can be said that the use of technology in education by teachers is an important subject of research. However, it seems that the teachers have not done enough work to determine the technology acceptance. The aim of this study is to determine the technology acceptance of teachers in primary and secondary schools and to determine whether they show changes according to gender, age, educational status, institution in charge, degree in charge, teaching experience and industry. The study was conducted by a group of 186 teachers. As a data collection tool, the "Technology Admission Scale for Teachers" was used and the data was collected in the online-internal environment. Since it was found that the data did not show normal distribution, the analysis of the data took advantage of non-parametric tests. According to the research, the acceptance of teachers in technology is medium. It has been found that the technology acceptance of male teachers compared to female teachers and that the technology acceptance of computer technology teachers compared to other branch teachers (even sciences, class teachers, mathematics, Turkish, social information, etc.) is higher. It has also been determined that teachers' acceptance of technology does not differ according to their age, their state of learning, their institution, their degree and their teaching experience.

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