The opinions of concerning the existince of hidden curriculum in secondary schools: Example of the province of Bolu

The aim of this study is to reveal the existence of the hidden curriculum according to the views of who work in information technology and information technology elective course, at the Ministry of Education in secondary schools in Bolu.The existence of the hidden curriculum has been investigated within the framework of the teachers' opinions of classroom climate, expectations, behavior and criticisms which are the elements of the hidden curriculum.The study group of the research is formed by 15 Information Technology Teacher who work in secondary schools at the center and villages, districts of the city center of Bolu.Stratified random selection was used for the sampling method.In the research the case method which is one of the oualitative method was used. In the research hidden programme was considered as a single case.Sub-units of the research were formed as teacher opinions, expectations, criticism and behaviors.Findings in obtaining the data are collected by the semi-structured observation form which was prepared by the researcher.Descriptive analysis and content analysis were used to analysis of the data that were gained from the interviews.According to findings gained from the data identified in the lesson students who were at the lower socio-economic class were in the high retetion of self confidence for aspects of information technology tools. It was also seen that teachers were in the high expectation from the students to distinguish the social and moral environment from the vitual and actual environment, more smoothly speeches in the virtual environment, to be respectful and to be honest. Problems experineced by teachers affected negatively as hidden to teacher?s expectations, make lower motivation and work perseverance and restless.It was identified that all these case affected the lesson as hidden.Teachers, personal development, moral, social, economic, and social values were more verbally trying to bring within the scope of the hidden curriculum.As being social male students were directed to sport activities, the issues that were cared by them were told by a higher performance, the issues that were not cared by them were never told or are told superficially are identified.Although teacher are in the expectations of to gain to students higher qualifications, they did not so in practise, as being ideologically. Atatürk, on certain days and weeks trying to gain implicitly by using information technology tools as hidden, some teachers reflect the religious views to students, peer education has been used frequently, parents have been maked concious to use internet and information Technologies are indentified.According to the research results recommendations are made to information technology courses curriculum development experts, to solve the problems experienced by teachers to school management, to informed about the hidden curriculum to information techonlogies teachers and for future research. Key Words: Hidden curriculum, information tecnology, curriculum, the views and expectations of teacher, the behavours of teacher.