A study on determining history teachers' opinions on digital history applications

This study aims to determine history teachers' views and attitudes towards digital history practices. A mixed-method research design was adopted, combining both qualitative and quantitative approaches. Data were collected through a questionnaire and a structured interview form consisting of three open-ended questions. This dual approach allowed for the identification of general trends among teachers as well as deeper insights into their perspectives. The findings reveal that while history teachers generally hold positive attitudes towards technological tools, their methods and purposes of implementation in classroom settings vary significantly. Participants emphasized that technology facilitates access to information, makes lessons more engaging and interactive, and enhances student motivation. Moreover, digital resources were seen as contributing to historical literacy and supporting critical thinking skills. However, some concerns were raised, such as the risk of superficial learning, distancing from traditional historiography, and the weakening of students' research habits due to easy access to information. Additionally, teachers with limited pedagogical and technological competencies were found to use technology in a narrow scope, such as merely showing visuals or playing short videos. Although attitudes toward technology are positive, these attitudes are not always effectively reflected in classroom practices. The study concludes that in order to ensure the effective, critical, and pedagogically grounded use of technology in history education, teachers' professional development must be supported, and their awareness of technology integration should be enhanced.