Chemistry teachers' viewsof using technology in chemistry teaching and levels of technology use

In this study, the use of instructional technologies in chemistry education is discussed and it is aimed to determine the experiences of chemistry teachers on the use of these technologies in their courses. For this purpose, the opinions of 15 chemistry teachers working in the city of Agri and in the district of Patnos were examined. Qualitative research method was used in the research. The data of the study were obtained by semi-structured interviews. Data gathered from the interviews were analyzed through content analysis method. According to the results, the majority of the chemistry teachers stated that the technological equipment of the schools they work were insufficient and that they could not benefit from the technological equipmentdue to the lack of maintenance of them. The teachers who participated in the study also stated that they generally use smart board and learning is more permanent and student achievement is increased thanks to the smart board. Most of the teachers consider themselves insufficient to employ technology in their classes and think that they especially need professional developmentin order to be competent intechnology use. In addition, teachers stated that the curriculum in general did not direct themselves to the use of technology and the budgets allocated to instructional technologies were insufficient. Key Words: Instructional technology, chemistry teachers, teaching of chemistry, qualitative study