Abstract:
It has been observed that the technology provides conversion in educational
environment as well as in all spheres of life. It is understood that ensuring the
technological transformation in the educational environment is to be subject to the
teachers’ attitude towards the technology integration to education. In this research, in
order to explain the behavior of teachers towards technology integration to education,
it is benefited from the framework of social cognitive career theory which provides
explanations about how individuals develop their career interests, make choices and
achieve their goals. In this context, it is aimed to study teachers' self-efficacy levels of
technology integration, outcome expectations of instructional technology, the interest
in educational technology and the intention to use educational technology according
to different variables. In accordance with this purpose, the data obtained from 850
teachers working in primary, secondary, and high schools in Afyonkarahisar, Burdur,
Denizli and Isparta were used in this research. The data were analyzed and the results
were discussed in dimension of technology integration to education. In terms of
explaining which demographic characteristics cause teachers' attitude towards
technology integration to education, the results of the research are expected to lead
the studies related to technology integration to education.
