Visual arts teachers' levels of integrating technology into their lessons and evaluation of the applications for the course

The aim of this study is to determine the technology integration levels of visual arts teachers working in public and private schools and to reveal how they use technology in their lessons. In the study, the explanatory sequential mixed method, which is one of the mixed methods in which quantitative and qualitative research methods are used together, was used to conduct in-depth research. In light of the findings obtained from the collection and analysis of quantitative data, the qualitative process was deepened with interviews and the process was completed. The quantitative data in the first stage of the research were obtained from 165 visual arts teachers working in public and private schools in Kocaeli. The qualitative part, which is the second stage of the research, was conducted with 10 visual arts teachers determined by the maximum variety method. In the quantitative part, the "Technology Integration Indicators Measurement Scale" was used. Obtained quantitative data were analyzed with a t-test and one-way variance (ANOVA) statistical technique. Qualitative data were collected face to face using a semi-structured interview form prepared by the researcher. Qualitative data were analyzed by content analysis technique. As a result of the findings obtained from the quantitative part of the research, it was concluded that the technology integration levels of visual arts teachers were at a high level. When the technology integration levels of visual arts teachers were examined, a statistically significant difference was found in favor of male teachers only in the sub-dimensions of "technology literacy" and "ethics and policies". Looking at the school type variable; It has been concluded that there is a significant difference in favor of teachers working in private schools in the sub-dimension of "technology and teaching". No statistically significant difference was found when looking at the variable for teachers to receive training on educational technologies. Looking at the variable of seniority, it was seen that there was a difference in each sub-dimension. Considering the technology integration level average, a significant difference was found in favor of the teachers who worked for 1-10 years and 11-20 years. It has been concluded that the scores of these teachers are higher than the teachers who have worked for 21 years or more. No statistically significant difference was found according to the variable of educational background and workshops. As a result of the research, it is seen that the visual arts teachers' views on technology integration are positive, but they encountered some internal and external obstacles in the process. In the process of technology integration, teachers generally; It is seen that they use hardware tools (smart board, computer, projection), web tools, education applications, and office applications. In addition, visual arts teachers who integrate technology into their lessons said that it had a positive effect on students' creativity, participation in the course, and producing original work. Based on the findings and results of the research, it is suggested that the integration will increase if visual arts teachers receive training specific to their field about educational technologies, technology integration training are started to be given at the undergraduate level, and teachers work in cooperation with information technology guidance teachers working in their schools.