NEWSROOM

The Educational Technologies Research Project (ETAP) and the report "Teachers' Use of Educational Technologies: Infrastructure, Competencies and Problems" were introduced, with the aim of contributing to the studies in the field of educational technologies in Turkey and developing digital transformation models for the effective use of technology in educational services.

TURKEY - It is stated that the project prepared by the ILKE Foundation Educational Policy Research Center (EPAM) in the field of educational technologies is not only based on practice but also offers a theoretical background. In the first phase of the project, which is carried out in two phases, it is reported that a handbook and dictionary discussing the conceptual framework for technological transformation in education were prepared. In the second phase of the project, it is stated that the report "Teachers' Use of Educational Technologies: Infrastructure, Competencies and Problems" was prepared as a result of the field research conducted in order to understand the digital transformation process in education in Turkey.

It is necessary to question how teachers will use technology

Drawing attention to the need to question how teachers will use technology, EPAM Director and Project Coordinator Dr. Selim Tiryakiol made statements on the subject:
“Important outputs on education and technology were obtained in the meetings held with teachers working in various branches and at schools in 15 different districts of Istanbul. The fact that technology is mostly used for communication and accessing ready-made content has made it necessary to have more realistic expectations and to question how teachers will use technology. Technology has become an indispensable part of education. But we mostly study technology for children. We don't see much through the eyes of teachers. In this respect, ETAP will fill an important gap; It is a long-term, multi-output and collaborative project.”
Educators are turning to more and more technological equipment day by day.

According to the report "Teachers' Use of Educational Technologies: Infrastructure, Competencies and Problems" prepared by the ILKE Foundation EPAM, it is stated that educators mostly use two types of equipment, and it is evaluated that these equipment are used to create content and make presentations. It is stated that they prefer portable hardware such as smartphones or laptops to prepare content, and educators often use smart boards to make presentations. It is also stated within the scope of the research that since the first time smart boards started to become widespread in Turkey, the proficiency and ratio of educators to use this equipment have increased rapidly.

Educators use technology to access ready-made content

It is reported that the software and applications used, in addition to the hardware used by the educators, are presented in the "Teachers' Use of Educational Technologies: Infrastructure, Competencies and Problems" report. It is reported that educators use technology to access ready-made content and communicate with students rather than producing content. In addition, it is evaluated in the report that teachers put more emphasis on equipment and infrastructure deficiencies than administrators.
The use of technology is seen as a necessity

In the report prepared within the scope of the ETAP project, it is stated that technology is needed at least in pre-school and most in primary school, according to levels, and it is stated that educators give more importance to technology knowledge than field knowledge when they have to choose between field, pedagogy or technology knowledge. On the other hand, when pedagogical knowledge and technology knowledge are compared, it is seen that educators attach more importance to technical knowledge.
Educators' desire to improve themselves in educational technologies decreases as seniority and age increase.

While it is stated in the report "Teachers' Use of Educational Technologies: Infrastructure, Competencies and Problems" that many educators have a strong motivation to improve themselves in educational technologies, it is evaluated that this motivation decreases as seniority and age increase. Contrary to expectations, it is stated that this motivation does not increase as the level of education increases, on the contrary, it decreases. On the other hand, according to the research, it is noted that teachers have a stronger motivation to improve themselves in technology at the basic education level among education levels.