The Relationship between Technology Teacher Education Type and Number and Teachers' Perceptions

Abstract

The purpose of this study is to investigate theperceptions of teachers about technology use, support of use of technologytools and the access to technology tools according to types (Fatih Project Technology Education, GeneralTechnology Education and Self Learning) and number (one, two or threeeducation). Within the scope of the study, available scale data were obtainedfrom 320 teachers working in 30 schools. According to different types ofeducation, there was a meaningful difference in the perceptions of teachersregarding the use of technology and the perceptions of access to technologicaltools, but no significant difference was found in the perceptions oftechnological pedagogical knowledge. On the other hand, according to differenttechnological education numbers, there was a meaningful difference betweenteachers' perceptions of technological pedagogical knowledge and access totechnological tools, but no significant difference was found in perceptions ofsupport for technological tool use.