ÖĞRETMENLERİN AKILLI TAHTA VE ÖĞRENCİLERE DAĞITILAN TABLET BİLGİSAYARLAR İLE İLGİLİ YAŞADIKLARI SORUNLAR VE ÇÖZÜM ÖNERİLERİ

Nowadays, the use of technology in the field of education is increasingly becoming common as in many areas and it is exploited effectively at every stage of education. There are many advantages of using technological developments in education and training for students and teachers and at the present time, using the technology has become a necessity. Purpose The purpose of this study is to find out the possible difficulties by interviewing with the teachers about the problems related with the smart boards and tablets that were delivered to the students and about the solution suggestions and to make an evaluation of this project from the point of teachers. That with what purpose and how often the smart boards and tablets that were delivered in the scope of the project are used by the teachers and students and what the problems and deficiencies are at schools where they are used are analysed. Conceptual Framework Changes and transformations effect the society in many ways, these changes and transformations accompany the technology and developments in communication area. For overcoming the difficulties that are encountered in solving the problems in education and training area, if traditional approaches are considered to be insufficient, the best approach is to use the advantages provided by information technologies. Computer Assisted Training has got a very important place in using the technology more effectively and efficiently. In this approach, the training with tablets and smart boards is very important. Nowadays, the use of technology in the field of education is increasingly becoming common as in many areas and it is exploited effectively at every stage of education. There are many advantages of using technological developments in education and training for students and teachers and at the present time, using the technology has become a necessity. In this study, the problems that the teachers have related with the Smart Boards and the Tablets which have been given by the Ministry of Education within the frame of Fatih Project and their solutions are analyzed. Method In the study, the views of 25 teachers who are employed in different branches in 6 different high schools in which technological opportunities are provided within the scope of FATIH Project in 2014-2015 academic year in Malatya, were benefited. As the data collection tool, Semi-structured interview form was used. In the survey, easily accessible state sampling which is one of the purposeful sampling methods was used. For determining the teachers’ perceptions and perspectives about Fatih Project, phenomenology design that is among the qualitative research methods is used. In the evaluation of the data, content analysis method is used. Findings and discussion According to the findings, it has been determined that in-service training for the smart board is inadequate, teachers didn’t use the information technologies adequately during their high school training before they started teaching and they don’t find their training sufficient, in the practice of FATIH Project the biggest problem they encounter is the lack of substructure, school books are not compatible with the smart boards, the lessons are not visual and auditory and the level of tablets’ use is very low and they are used with wrong purposes. One of the important findings of the study is that besides technical problems, the materials that are compatible with smart boards are not enough and teachers need pedagogical and professional support about the use of the technology within the frame of this project. Additionally in this study, that the efforts for increasing the efficiencies of teachers and students’ education of Information Technologies are not made, that there is not a supportive structure for research&development in education and interactive content development efforts, that in case of failure, necessary technical support is not given to the tablets after distributed to students, that the process of integration of teaching programmes with technology should be well-programmed and that the teachers are not guided for preparing and developing materials are other important findings. As a result of the research, the project of FATIH is insufficient and it is understood that the goals that are determined for FATIH Project are not clear. Moreover, according to the findings of this study, the goals of FATIH Project, shareholders and their needs are not defined clearly. It is understood that before the project planned, the examples of past experiences and projects were not evaluated well enough and its examples in other countries were not fully investigated. It is not possible to talk about the success of the projects that have not subconstruction. It has been observed that the teachers who find difficult to use smart boards do not want to use computers during the lesson and they insist that traditional methods should be used. According to the result of this study, it has been determined that smart boards and tablets are not used properly. Another problem is the in-service training that the teachers receive. In-service trainings, as they are in a general format and consist of mostly theoretical knowledge, do not meet the need. As stated by the teachers, it has been said that the activities would be more fruitful if they are held in small groups and spread over a longer period. That the teachers do not have enough practices in in-service trainings (presenting a lesson with a smart board, teaching with tablets ..etc) is often expressed as a problem. Conclusions and recommendations As a result of the research, the project of FATIH is insufficient and it is understood that the goals that are determined for FATIH Project are not clear. Moreover, according to the findings of this study, the goals of FATIH Project, shareholders and their needs are not defined clearly. It is understood that before the project planned, the examples of past experiences and projects were not evaluated well enough and its examples in other countries were not fully investigated. It is not possible to talk about the success of the projects that have not subconstruction. It has been observed that the teachers who find difficult to use smart boards do not want to use computers during the lesson and they insist that traditional methods should be used. According to the result of this study, it has been determined that smart boards and tablets are not used properly. Another problem is the in-service training that the teachers receive. In-service trainings, as they are in a general format and consist of mostly theoretical knowledge, do not meet the need. As stated by the teachers, it has been said that the activities would be more fruitful if they are held in small groups and spread over a longer period. That the teachers do not have enough practices in in-service trainings (presenting a lesson with a smart board, teaching with tablets ..etc) is often expressed as a problem. It has been observed that comprehensive trainings for using the smart boards effectively in a teaching-learning environment have not been given to the teachers and students. Effective training policies that will motivate the teachers to use training technologies and to develop themselves in this area should be developed. The contents of in-service training and e-contents provided should be revised for correcting the deficiencies. It may be useful to guide the teachers towards a good planning of the process in which teaching programmes become integrated with technologies, material preparation and development. It is stated that the students who are busy with their tablets cannot concentrate on the lesson and this makes the lesson unfruitful, the students play games in the tablets, their interest in the lesson becomes less and it is a waste of time in the lesson. That the technical failures cannot be repaired on time moves the teachers away from using the smart boards. In order to increase the efficiency of these technologic appliances, they must be integrated with appropriate learning-teaching approaches. In addition, for the integration of technologic appliances with teaching methods and realization of positive impacts on learning environment, it is necessary that suitable activities in which students can interact with each other or lesson materials should be prepared. Technology increases the quality of learning, lessens the time that students and teachers spend to reach their goals, increases the effectiveness of the teacher, reduces the cost of education without minimizing the quality of education, makes the student active in the lesson. Similarly many benefits can be listed. But, when it occurs within a programme and without substruction, it may give negative results.