Distance education programs perception by teachers investigation in the context of technology acceptance model

The century we live in reveals how important the development of educational technologies is for our history. The increase in the number of students in our schools, the low number of teachers and the desire of people to have their own time and where to study shows how important it is. This paved the way for people to explore different education models. With the onset of the pandemic in 2020, the pandemic affected all fields as well as education negatively. It has been determined that 63 million teachers and 1.5 billion students were affected by the pandemic. Education has been moved out of the classroom to the virtual environment and the educational needs of the students have been tried to be met in online environments. Distance education studies, which started three centuries ago in the world, have become a necessity all over the world, including our country, especially in this period. The Ministry of National Education (MEB) strengthened the Education Information Network (EBA), started its use and provided solidarity with the Turkish Radio and Television Corporation (TRT) in order to realize distance education in the most effective way. Technology Acceptance Model (TAM) is a model developed by Davis based on the Reasoned Behavior Theory and created to address individuals' acceptance of computer use. Necessary analyzes were made according to the elements in this model and the attitudes of individuals towards computer use were examined. Along with the pandemic conditions, there have been areas to examine teachers' attitudes towards EBA. In this study, the perceptions of branch teachers about distance education in the context of TAM were discussed and studies in the related field were examined and results were tried to be obtained by applying a questionnaire. Considering the results obtained, it was determined that the perceived usefulness, perceived ease of use, intention, attitude and actual behavior had significant effects.