Examination of teachers' after pandemic EBA attitude and usage habits

In this research, it is aimed to examine the attitudes and usage habits of teachers towards the Education Information Network after the epidemic. The research was designed with the general scanning model and the research group consists of 556 teachers working in the educational institutions affiliated to the Directorate of National Education in the central district of Tokat province. In the research, "Educational Information Network Attitude Scale", "questionnaire form prepared to determine usage habits" and "Personal Information Form" were used as data collection tools. The data obtained in the study were analyzed using descriptive statistics, independent sample t-test and one-way analysis of variance (One-Way Anova). According to the research findings, it is seen that teachers' EBA attitudes are in the middle level range. The results of the research showed that EBA attitudes of teachers did not differ significantly according to the variables of gender, educational status, place of residence, age, years of service, and teaching level. When the EBA attitude is examined at the level of branches, a significant difference has emerged between the Religious Culture and Moral Knowledge Teachers and the Special Education Teachers, and it is seen that it is in favor of the Religious Culture and Moral Knowledge Teachers. However, while there is no significant difference between teachers' self-efficacy assessments of computer use and EBA attitudes, when compared in terms of daily internet usage times, it is concluded that the level of EBA attitudes increases as the internet use time increases. When the teachers' EBA usage habits are examined; It is understood that the frequency of EBA use can be considered below the medium level. While the teachers stated that they prefer their personal computers as an EBA entry tool, they stated that the internet infrastructure of the schools they work in is weak. While it is seen that teachers generally use EBA content in in-school activities, it is seen that they do not produce content for EBA even though they find the EBA content insufficient. In addition, it is concluded that the majority of teachers do not exchange information with the EBA infrastructure and do not follow any social networks. While a significant majority of the teachers stated that they gave live lessons over EBA during the epidemic, they stated that there was a change in the EBA usage habits after the epidemic.