Evaluation of technology-based Turkish classes in the context of teacher and student views

This study aims at evaluating techology-based Turkish language classes in regard to views of teachers and students. The study group of this quantitative study includes; 12 Turkish language teachers who teach in one of selected six secondary schools located in İpekyolu county of Van, as well as 24 students of those teachers. For data gathering, semi-structured meeting forms has been collected. Content analysis methods has been used for solving data. Findings of this study include; selfassasement of technology usage levels of Turkish language teachers in the classrom, and also views of both teachers and students about the efficiency of Turkish classes that are run based on technology. Accordig to findings of the study; both teachers and students think that technology usage might be useful. Findings Show that technology usage is able to raise motivation for learning, make learning materials interactive that appeal to more senses, improve both quantity and quality of learning materials, and help obtain four essential language skills. Majority of teachers consider themself partially capable or incapable in technology usage. It is also obvious that both teachers and students need to get educated for using technology. According to teachers, technology usage contributes most to listening skill among four essential language skills. Majority of teachers consider themself either partially sufficient or insufficient in using technology. Findings on student views show that students prefer technology-supported classes better over teacher-only classes. Majority of students also state that technology-supported classes are less boring and even more enjoyable. Both teachers and students define technology as a facilitator that helps save time in teaching and learning. Furthermore, teachers express that they use EBA intensively and students say that they benefit contents of EBA most for their classes.