Perceptions of Classroom Teachers on the Concept of 'Technology' and the Effect of Schools' Technological Infrastructure on the Educational Process: A Qualitative Study

Abstract

The aim of this research is to determine the perceptions of classroom teachers about the concept of technology and the effect of the technological infrastructure of the schools on the education process. For this purpose, interviews were held with 88 primary teachers working in primary schools affiliated to Elazığ and Diyarbakir Provincial National Education in the 2021-2022 academic year. For this purpose, the study was based on the phenomenology pattern, which is included in qualitative studies. While forming the study group of the research, cluster sampling method was preferred in line with the purpose of the research. In this study, in which the phenomenology design, which is one of the qualitative research methods, was used, the study group was formed with the cluster sampling method. The data obtained from the study group were collected with a semi-structured interview form developed by the researcher. The obtained data were analyzed by subjecting them to content analysis. The findings were tabulated and brought to a high level of clarity. As a result of the analysis of the data obtained, it was concluded that the definitions of the majority of the primary teachers regarding the concept of technology were partially correct. It has been determined that 82 of the teachers who make a partially correct definition of technology actively use technology in daily life. According to the data obtained from the primary teachers, it was concluded that the technology used to support education in the education-teaching process is in a close relationship with education. In addition, according to the opinions of the classroom teachers in their opinions, technology contributes positively to the education process. To the question of how adequate the technology, which has a high impact on the education process, is in the infrastructure of the schools, nearly half of the primary teachers stated that the technological infrastructure of their schools is sufficient, while another majority stated that the technological infrastructure is at a medium level. According to the data obtained from the opinion’s primary teachers, it has been concluded that the technological infrastructure of the schools is close to the desired level.