Teacher for emerging technology supported science education opinions

The purpose of this research is to determine the opinions of science teachers about developing technology-supported science education. The research was conducted by choosing a qualitative design with 10 science teachers (6-male, 4-female) selected by appropriate sampling method among the science teachers working at the secondary level of public schools in different provinces of our co-untry. The data of the research were collected with the help of a semi-structured interview form created by the researcher and shaped by expert opinions. The data of the research were analyzed by descriptive analysis and content analysis. . When the findings of the research were examined, it was seen that teachers' knowledge and experience about technology increased in proportion to their experience. It was stated by teachers that technology and science education imp-rove and affect each other. For this reason, teachers teaching science education are expected to be aware of how technology can affect them. They stated that the-re is a lack of curriculum on technology in science education and that it needs to be updated. Although the curriculum and achievements have been updated with the studies carried out today, it has been said that they are not yet sufficient. Te-achers stated what should be done to eliminate these deficiencies. In the rese-arch, the generation gap between teachers and students was evaluated in terms of technology for today and the future. Teachers have become aware of how they can teach their lessons with the classrooms they envision in a future where deve-loping technologies exist. It is hoped that the classroom ideas that teachers want to design for the future can provide ideas for the technological classrooms that will be created in the future. Participants also stated that science education would accelerate and be provided with an easier education with the technologies they use in their classrooms. It has been evaluated that developing technologies have both positive and negative aspects. The majority of teachers stated that they were not ready for the change that developing technology would bring to education. It has been stated that this is due to unpreparedness and that additional informa-tion and training is required. It is hoped that the research will contribute to the technological development of education.