The problems that the teachers of informatics technology who work in primary schools face in the teaching-Learning processes: A Case Study in Sanlıurfa

Individuals of this age should be able to make use of technology perfectly well since the future bears not only more opportunities but also more difficulties for those individuals. Thus the teachers of informatics technology have a lot of duties and responsibilities about teaching the use of technology to students in schools. The teachers should be proficient in their own field in order to help their students gain the necessary knowledge and skills and also they should be able to respond properly to the changing conditions in the environment.The aim of this study is to determine the problems that the teachers of informatics technology meet in the teaching-learning processes. For this purpose, the problems that the teachers might face were studied in different categories such as the problems related to the teaching process, students , instructional materials, technical equipment and management . The data gathered from the teachers were also processed in relation to certain variables.The data were gathered from the sixty teachers of informatics technology working in the schools in the central and rural districts of Şanlıurfa in the academic year 2007-2008. A questionnaire developed by the researcher was used in data collection. The sampling method was not used; instead the whole population was taken. For the statistical analysis of the data, Independent group t-test was applied to compare two groups (One sample t-test), and One way Anova variance analysis was used for the comparison of more than two groups. As the results of ?F? test statistics obtained through the variance analysis was found to be statistically significant, Tukey HSD was applied to find out the group that led to the difference.In the light of the findings, it was found that the teachers faced problems about the teaching process, the students, instructional materials, technical equipment and management, but there was no significant difference observed among the beliefs of teachers in terms of gender and years of work. Most of the problems were observed in the student category and less problems in teaching process category. In addition, the ideas of these teachers about the teaching process significantly differ in terms of the type of schools they graduated from and their status at schools. Further recommendations were given in the light of the findings.