Technology sufficiency of public elementary schools and private elementary schools and evaluation of levels of information technologies literacies of the teachers who work at these schools with mixed method technique :Example of Çanakkale province

In this study, The opinions of teachers who work at private schools and public schools about the situations of making use of ?Information Technologies Resources (which computer, projection, internet, educational programs etc. ?) in their class have been examined constitutes the aim of the research. In this regard; in the study, how teachers make use of Information Technologies Resources, how much they use Information Technologies and Information Technology Literacy have been investigated. It has been found out there are differences between gender, the school which is worked at, ocuupational seniority, the level of the class which is taught, computer usage time, information technologies usage time, information technologies usage time with the purpose of learning and teaching in the classes and the dimensions of the ability of IT literacy, or not. The questionnaire used in this research is the ?information technologies literacy scale? questionnaire which was developed by Lina Markauskaite. The data related with the research have been obtained by using the questionnaire method. In this research, SPSS 18.0 statistical package program was used as a descriptive model to evaluate and analyzethe data gathered.Having examined whether there are when differences between subdimensions of IT literacy according to gender, we have found that the gender differs, there are significant differences only between their levels of problem solving, problem solving according to the school where they work, analysis and production, their levels of information, internet and capability of maintenance and transferring, their levels of communication and metacognitive and analyses and production according to the class which is taught, problem solving according to their computer usage time, communication, metacognitive, basic knowledge and skill, analysis and production, information and internet and maintenance, transferring abilities. In addition, there are significant differences between the dimensions of problem solving, communication and metacognitive, basic knowledge and skill, analysis and production, maintenance, transferring with information and internet according to Information Technologies usage time. In the courses, there are statistically significant differences between the dimensions of problem solving, communication and metacognitive, basic knowledge and skill, analysis and production, maintaining, transferring with information and internet. There are statistically significant differences between the frequency of making use of Information Technologies according to gender and the frequency of making use of information technologies which teachers use with the purpose of teaching their lessons according to the level of the class which they teach.Keywords: Technology, information technologies, information technologies literacy