The role of formatter teachers in integration of branch teachers in primary education to learn and teach of information technologies

The purpose of this study is to establish a process which aims to integrate technology with the learning course and to analyze the role of the formatter teachers, which builds upon the cooperation of the branch teachers in primary education with the formatter teachers working at the same school. With the frame of this cooperation, it is aimed to identify whether there will be any change in the viewpoints of the teachers about the technology and in their communication with formatter teacher and in their attitudes towards the students in class when they need to use the hardware and software equipments.It has been inquired during the study that the use of information and communication technologies by the branch teachers in primary education are respectively case study and it has been shaped with the techniques of qualitative research. In gathering the research data, the researcher has referred to the methods of observation notes and semi-structured interviews which are appropriate for the qualitative research. The sample group of the study consists of 6 teachers working at the same school. The teachers have been selected according to the method of maximum variety. The researcher is working at the same school as a formatter teacher. To gather the data, the researcher has observed the teachers in their classes with her formatter teacher identity and carried out various studies under the light of the data acquired with the cooperation of the teachers. The teachers has been observed and made semi-structured interviews at the end of the research. After some time, the teachers are examined again, and their use of technology is analyzed.According to the results of the study, it is obvious that counseling activities of formatter teachers, which take the teachers? technological foreknowledge and abilities, their needs and demands into account, increases the integration of technology in the process of learning and teaching if the teachers are disposed to make use of it.