Yabancı dil öğretmenlerinin teknolojik hazırbulunuşlukları üzerine bir çalışma

As it is known, foreign language teaching has an important place in the Turkish Education System as well as in the world. Today, language teaching requires fulfilling a number of special conditions, not merely transferring existing knowledge. Transferring the evolving technology of our era to the world of education is the most important of these special conditions. It is inevitable that our teachers will benefit from technology while teaching today's digital age children. In this direction, our teachers must have at least as much technology knowledge as their digital age children and use it effectively in combination with this knowledge of technology and pedagogy knowledge. In this context, knowing how ready English teachers are in terms of integrating technology in their lessons will contribute to the use of educational technologies supported by the Ministry of National Education in the The purpose of this study is to try to determine the profile of the English teachers who are working in Antalya in terms of their readiness to use the technology. Regarding this purpose,Qualitative and quantitative data gathered to form a response to research questions were analyzed by using appropriate statistical programs and findings were reported in the direction of the research questions First of all, in this study, the readiness level of of English teachers for the technology is researched and it is found that a little more than half of the participants have a negative attitude towards the integration of the technology into the classroom environment and therefore their readiness is relatively low. The relation between gender and e-readiness level has been examined and it is found out that there is no significant difference in gender context in terms of technological readiness in general terms; It has been found that after the in-service training activity on the use of educational technologies in the classroom environment, female participants will feel more secure about their use of technology in their classes Since professional experience is important, the relation between participants' level of experience and their e-readiness level has been analysied,it has been determined that participants have a negative attitude towards the use of educational technologies in their classes, with about half of the participants with more professional experience, looking at their readiness for technology use and therefore their readiness to use technology in their class. Lastly, it is found that teachers are concerned about the use of technology in daily life and the use of technology in class, while demographic findings show that teachers often use technology in their everyday lives, teachers generally worry about adaptation of technology to education environments. The analysis of this study's data reveals that a little more than half of the teachers who teach English as a foreign language in the sample of Antalya province have low levels of readiness to use technology. In this context, institutional studies can be carried out in order to improve the attitudes towards the use of technology in the teachers' classes by increasing their acquaintance and readiness with educational technologies through in-service training activities which do not provide these more functional and extra obligations.