Examining the Opinions of School Administrators and Science Teachers Regarding Technology-Supported Science Education

The main purpose of this research is to examine the perspectives of school administrators and science teachers on technology-supported science education in secondary schools affiliated with the Ministry of National Education in the Turkish Republic of Northern Cyprus and to investigate the impact of this approach on students. The study group consists of one inspector from the Ministry of National Education in the Turkish Republic of Northern Cyprus, along with 18 school administrators and 21 science teachers working in the Lefkoşa, Gazimağusa, Girne, Güzelyurt, and İskele regions. A qualitative research approach was employed, using a case study design. The researcher utilized a semi-structured interview method and developed an interview form with nine semi-structured questions, which was used as the data collection tool. Content analysis was applied for qualitative data analysis. The findings revealed that the use of smart boards in classrooms positively contributes to students' learning processes and that students' attitudes toward technology-supported science education are positive. This approach significantly enhances student motivation; however, there is a lack of the necessary technological infrastructure to fully implement technology-supported science education in schools. Furthermore, teachers need to further develop their skills in this area, and this development should be supported through in-service training. These findings highlight the role of technology in education and underscore the importance of strengthening the technological infrastructure of the education system.