The investigation of the attitudes of preschool teachers use Facebook as a social media tool, according to the model of technology acceptance model

In the 21st century, the development of technology and widespread use of the Internet led to important changes in the way communication and knowledge acquisition of people. In the past, the face-to-face method of communication is gradually turns into a form of communication with technological means. Thus, the ways in which people acquire knowledge and connect with each other have also moved into virtual presence. The basis of knowledge acquisition and communication through virtual environments depends on social media. Social media has affected people's processes of building links, creating social interaction, acquiring a professional environment, establishing a collaborative work environment with people in the same profession, and even learning processes. Thanks to its flexible structure and rich content, it can be easily integrated into learning and teaching processes. It has recently become an important facilitator of teachers, especially with the availability of countless and easily accessible documents to teachers. The purpose of this study is to examine the attitudes of pre-school teachers towards the use of Facebook as social media tool for educational purposes according to the Technology Acceptance Model (TKM). The study utilized the Extended Technology Acceptance Model to explain the variation of independent variables relative to dependent variables. The extended model structure consists of three basic factors, "Perceived Benefit (AF)", "Perceived Ease of Use" and "Personal Norms". Together with these sub-factors, it was tried to focus on "Usage Intentions (KUN)" of the teachers who use Facebook from the social media networks. Data were collected from 340 preschool teachers in 55 provinces of Turkey in the academic year of 2016-2017. According to the descriptive findings, it was seen that the teachers who use Facebook for educational purposes had a positive relationship between AF, AKK, KN and KNN perceptions.