Abstract

In this study, it was aimed to determine the online technological competencies of primary school teachers and their views on practices during the pandemic process. For this purpose, explanatory design, one of the mixed methods, was used. Quantitative data were collected with the Self-Efficacy Perception Scale for Online Technologies and applied to 183 primary school teachers. Qualitative data were collected by interview form and applied to 20 primary school teachers. As a result of the research, the self-efficacy beliefs of primary school teachers towards online technologies were found to be high in general. The average scores of the self-efficacy perceptions of the primary school teachers towards online technologies were concluded that there were differences according to the variables of gender, place of duty and professional seniority. It has been determined that the opinions of the primary school teachers about the problems they experience during the distance education period during the pandemic period are in the themes of "using technological tools, using applications, course content and assignment, sharing topics and assignments". In the face-to-face education process after the pandemic, instead of conducting the lessons only in the classroom environment, conducting the lessons by creating both a classroom and a virtual classroom environment will ensure that students and teachers keep their knowledge of technology use fresh.