Use of technology primary literacy teaching in Turkey: A Meta-synthesis study

In this research, studies on the use of technology in primary literacy teaching were examined by meta-synthesis method. The studies to be examined within the scope of the research were selected in the Council of Higher Education (CoHE) database, using the CoHE Academic, TR Index and Google Scholar search engines. Studies in this study were selected according to inclusion criteria. In this study, meta-synthesis method was applied as data analysis method. Participant groups of the studies that had been reached, data collection tools, data analysis methods, objectives, results, suggestions, the technologies they had used in the primary literacy teaching process and the stages of the primary literacy teaching that they had used technology at have been examined. In consequence of the meta-synthesis, it was settled that the teachers benefited from the use of technology in the primary literacy teaching in the phases of listening exercises, fine-motor skills development, sensing and recognizing the sound, writing letters, forming syllables, words and sentences, and reading. The fact that the use of technology in primary literacy teaching being motivating, being appealing to multiple senses, providing an opportunity to learn by having fun, facilitating learning, providing active participation, supporting the teacher, enriching the teaching environment, providing ease of access to the material, improving reading skills, being used as a supplementary material, providing opportunity for realizing permanent learning, saving time and facilitating concretization is another outcome that has been accomplished. Hardware inadequacy, connection problems, cost, and insufficiency in technological pedagogical content knowledge are among the factors that negatively affect the use of technology.