Universal Journal of Educational Research Vol. 5(11), pp. 2005 - 2015
DOI: 10.13189/ujer.2017.051117
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According to Candidate Teachers Views Classroom Management Problems of Teachers in Traditional and Technology-supported Classrooms

Said Taş ^*
Faculty of Education, Süleyman Demirel University, Turkey

ABSTRACT

In this research, it is aimed to investigate classroom management problems of middle school 6^th and 7^th grade teachers in traditional and technology-supported classrooms and differences between them. For this purpose the opinions of the students in the 4^th grade of Primary Education Department in Faculty of Education of Süleyman Demirel University have been taken. In data analysis, t- test was used by calculating the arithmetic mean. As a result of the research it has been found that technology-supported classrooms are more aesthetic than traditional classrooms, but lighting is insufficient in technology-supported classrooms, teachers do not change the methods and techniques they use during the course in both traditional and technology-supported classrooms, the use of technology in classrooms provides teachers with help in managing the time, teachers in both traditional and technology-supported classrooms prefer standing at the same point but teachers in technology-supported classrooms can motivate students more easily and the use of technology makes no difference in the frequency of undesired behaviors out of the course.

KEYWORDS
Classroom Management, Educational Technologies, Technology-supported Classrooms

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Said Taş , "According to Candidate Teachers Views Classroom Management Problems of Teachers in Traditional and Technology-supported Classrooms," Universal Journal of Educational Research, Vol. 5, No. 11, pp. 2005 - 2015, 2017. DOI: 10.13189/ujer.2017.051117.

(b). APA Format:
Said Taş (2017). According to Candidate Teachers Views Classroom Management Problems of Teachers in Traditional and Technology-supported Classrooms. Universal Journal of Educational Research, 5(11), 2005 - 2015. DOI: 10.13189/ujer.2017.051117.