Ortaokul İngilizce derslerinde teknoloji kullanımına yönelik öğretmen ve öğrencilerin tutumlarının belirlenmesi

This study aims to explore the attitudes of students and teachers towards technology use within language classrooms at Barz Private School and Fakhir Mergasori Public School in Erbil, Iraq. Utilizing a mixed-method approach, combining qualitative and quantitative methodologies, the study aims to provide a comprehensive understanding of the attitudes towards technology use in English as a Foreign Language (EFL) classes across different educational settings. One hundred fifty students were surveyed, evenly divided between private and public schools, along with twenty teachers to gather insights into student and teacher perspectives on technology integration into education. Findings suggest that while teachers in public schools recognize the value of technology and its importance for student success, more professional development is needed to maintain their confidence and ability to integrate technology into their teaching practices effectively. Conversely, many private school teachers demonstrate easy access to technological resources and a readiness to employ technology in their instruction. However, challenges still need to be addressed regarding the optimum time allocation for high tech-based lessons and the overall importance of technology integration into language teaching programs. Student responses reveal a generally positive attitude towards technology use in private school settings, albeit with a notable fraction viewing this integration as either uninspiring or unnecessary. Public school students, while open to the benefits of technology use in enhancing learning and engagement, highlight the importance of a balanced approach to technology use, emphasizing strategic integration to enhance educational outcomes. This study underscores the differences in technology integration between the public and private educational sectors in Erbil. It also highlights areas for improvement in teacher training and the need for a balanced, strategic approach to the proper use of technology in classrooms to cater to diverse student preferences and optimize learning experiences.