Mathematics teachers' experiences on EBA Akademic Support system

This thesis work; In the 2021-2022 academic year, 20 mathematics teachers working in various provinces have knowledge levels and use cases related to the EBA Academic Support system, which is integrated into the Education Information Network (EBA) created within the scope of the Fatih Project, which is developed for 11th and 12th grades, This study was carried out to determine their opinions and experiences about this system and to evaluate the findings. The method of this study was determined as the phenomenological method, one of the qualitative research designs. Interview technique was used in data collection, and semi-structured interview form was used as data collection tool. The interview form consists of 27 questions and sub-questions in 3 parts. During the interviews, the interviews were recorded to avoid data loss, and then the interviews were transcribed. In the analysis of the data, descriptive analysis and content analysis were used. Due to the wide sample selection and the desire to collect the study data quickly, the data were provided online via the zoom program. This enabled the researcher to both save time and keep the interview records more easily. In the light of the findings revealed as a result of the interviews, the majority of the participants stated that they considered themselves competent in technology. Most of the teachers related to the EBA Academic Support system mentioned that they received in-service training, that the training was beneficial and that they remembered the training. In terms of the frequency of use of the system, it can be said that the group has a homogeneous distribution. Commonly mentioned by the teachers who do not use the system much is that the students are not very motivated towards the system and therefore they do not use it too much, depending on the fact that they do not use it. Participants stated that they generally use the system more in terms of subject reinforcement and assignment. Visualization and subject narration were mentioned as the least purpose of use. In parallel with these views, the participants said that the modules they use most on the system are ready-made tests/test creation and homework submission/homework tracking. As the never used module of the system, the studies module takes the lead. While many teachers about the system talked about the advantages of the system, they did not give a negative opinion about the disadvantages of the system. When asked whether the system is sufficient in terms of content, all participants mentioned the feature or features that should be added to the system. In addition, the participants find the EBA Academic Support system more advanced and more useful in terms of content and ease of use compared to the EBA system. Teachers generally agree that the system addresses the intermediate level. As a result; While the importance of in-service training has emerged in the integration of the technological education materials developed into the education-teaching processes, the opinion that such technological innovations can make a positive contribution to student success has emerged. The opinions of the teachers gathered during the educational processes of the technological materials made suitable for the education systems can be important in terms of the positive revision and diversification of such systems.