Öğretim Teknolojileri ve Öğretmen Eğitimi Dergisi

Öz

Today, the developments and advances in the technological field show themselves in every field. The biggest share is undoubtedly the field of education. With the developing technology, teachers have a great responsibility. The aim of this study is to determine the use of technological learning environments by Turkish teachers. For this purpose, answers to the following questions were sought.
1. Do you use technology in your lesson? (If you are benefiting, please specify for what purposes and how often you use it.)
2. Which ones do you benefit from the site, social media groups and technological learning environments? Can you give an example?
3. In which skill areas do you use technological learning environments more?
4. Do you use Education Information Network, Morpa or Okulistik? (If so, can you compare them?)
5. How do you find these technological learning environments, do you think it is necessary? Do you have any positive or negative reviews?
6. Do you use these environments or sites in assessment and evaloution?
The case study, one of the qualitative research designs, was used in the study. The study group of the study consisted of 22 Turkish teachers in 7 technologically equipped 7 schools from the central districts of Konya, Karatay, Selçuk and Meram, in the fall semester of the 2019-2020 academic year. While forming the study group, criterion sampling method was preferred as one of the purposeful sampling methods. The research data were obtained using a semi-structured interview form. The researchers prepared a semi-structured interview form consisting of 7 questions in order to determine the views of Turkish teachers. Content analysis was used in the analysis of the research data. Findings regarding the use of technology are themed as "Teachers using technology: Facilitating learning" and "An interactive learning environment: Social media groups". The findings regarding the most used technological environments are themed as "The most used learning environment: Education Information Network" and "A new technological learning environment: (Flash) Memory". Findings regarding the content of the technological environment used in the courses are themed as "Those who find technological learning environments necessary: Instructional Wealth and Active Participation", "The learning area where technological learning environments are used the most: Grammar" and "Those who benefit from technological environments in measurement and evaluation: Variety of Questions". According to the findings, all teachers who participated in the study benefited from technology, and the most used technological learning environment was the Education Information Network (EBA); that technological learning environments are insufficient to meet Turkish learning spaces; It has been determined that the memories containing the contents specially prepared for the Turkish lesson are frequently used in learning environments. In this context, it can be said that the learning process will be more efficient by using technological environments in Turkish lessons. This study was carried out to determine the use of technological learning environments of Turkish teachers in Konya. Studies should be made to determine the use of technological learning environments by teachers in different cities and different branches. Thus, the reflection of the use of technology, one of the most important skills of the 21st century, on educational environments will be determined.