Investigation of Fatih Project within the scope of teachers school administrators and yegıtek adminisrators opinions A multiple case study

Information and Communication Technologies (ICT) affected educational environments as well as other areas. Recently, in Turkey, the government has initiated a project, FATİH Project (Movement of Enhancing Opportunities and Improving Technology Project). In this project, some technologies have been installed in K-12 schools all over the country. For the success of the FATİH Projects, not only how teachers perceive those technologies, but also what the school administrators’ and project administrators’ opinions might be important. Therefore, the purpose of this study is to investigate the teachers, the school administrators and YEGİTEK (General Manager of Innovation and Educational Technologies) administrators’ opinions about and perceptions of the factors that affect successful usage and integration of those technologies into instruction in the scope of the FATİH Project. For this aim, “the facilitating conditions for effective ICT integration” were used as the theoretical base of the study, and qualitative, multiple-case study methodology was used. Two cases, a primary school and a high school (pilot schools) were selected in order to answer the research questions in all levels of K-12 schools. The data were gathered through in-depth interviews with the teachers and the administrators of the two K-12 schools, and YEĞİTEK administrators. Content analysis method with six steps was used for the analysis of the data. The findings of the study were presented primarily under the headings dissatisfaction with status quo, adequate time, resources, knowledge and skills, rewards and incentives, participation, commitment, and leadership.
Mersin University Journal of The Faculty of Education


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Citation Formats
A. Gök and Z. Yıldırım, “Investigation of Fatih Project within the scope of teachers school administrators and yegıtek adminisrators opinions A multiple case study,” Mersin University Journal of The Faculty of Education, pp. 487–504, 2015, Accessed: 00, 2021. [Online]. Available: